Spanish Level 4- Activities Designed for Online Instruction

🏛 Spanish Level 4, Activity 11: El gobierno y la política / Government and Politics (Online)

Capitol building

Photo by Brett Sayles

Description: In this activity, students will have the opportunity to create a campaign commercial to run as the new president of Boise State. They will practice using vocabulary related to governments and actions that political figures take. Students will be able to discuss preferences relating to politics and government.

Semantic Topics: Politics, government, election, campaign, política, gobierno, elección, campaña

Grammatical Structures: Si clauses, conditional tense, cláusulas con si, el condicional

Products: Government systems in Latin America

Practices: Differences in government systems, how politicians are elected/nominated to power

Perspectives: What topics or issues are more important or less important in other countries? How do other countries in Latin America govern?

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1 – Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 – Students understand and interpret spoken and written Spanish on a variety of topics.
  • Standard 1.3 – Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
  • Standard 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures
  • Standard 3.1 – Students reinforce and further their knowledge of other disciplines through Spanish

Idaho Content Standards for World Languages:

  • COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CLTR 2.1- Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can understand a topic involving politics.
  • I can talk about my preference for a campaign.
  • I can understand terms about the government.
  • I can answer questions about a campaign. (Modified intercultural)

Materials Needed:

Would you like to make changes to the materials?
Access the template(s) below:

  • Cards (Canva Template, free account required)
  • Taboo Cards (Canva Template, free account required)


  1. Begin by opening the Google Slideshow and introducing the Can-Do’s.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Get students started by having them discuss a few questions:
    ¿Ves las noticias? o ¿Te gusta ver las noticias? ¿Piensas que es importante estar informado/a sobre lo que está pasando donde vives?¿En el mundo o en general?  ¿Crees que es importante que haya noticias positivas? ¿Qué pasaría si los medios de comunicación solo informaran sobre las malas noticias?
  3. Now students will watch a few videos. The first one is about some school children in Colombia and what they would do if they were president. The second video is Enrique Peña Nieto, the president of México, talking about the importance of voting.
    Ahora, vamos a ver algunos vídeos. El primer vídeo trata de algunos estudiantes que asisten a una escuela en Colombia y lo que harían si fueran presidente de su país. El segundo video es de Enrique Peña Nieto, el presidente de México, y habla sobre la importancia de votar. 
  4. Ask students about what is needed for a persuasive advertisement 
    ¿Qué se necesita para hacer un anuncio persuasivo?
  5. Are you interested in seeing campaign ads or do you avoid them? Why?
    ¿Te interesa ver los anuncios de campaña o los evades? ¿Por qué?

Main Activity

  1. Boise State University has decided to hold open elections for the appointment of a new president. In partners, students will create an ad/announcement of two minutes long where they will present their qualifications and how they would make the university better. For example, “How would you fix/control/change registration fees?” or “What benefits would you offer the student population?” What are you, as president, going to do for Boise State?
    La universidad de Boise State ha decidido tener elecciones abiertas este año para elegir un nuevo presidente. En parejas, van a crear un anuncio de dos minutos donde van a presentar cada calificación y cómo pueden mejorar la universidad. Por ejemplo, ¿Cómo vas a controlar los gastos de matrícula? ¿Qué beneficios vas a ofrecer a la población estudiantil? ¿Qué vas a hacer para mejorar la universidad de Boise State?
  2. In their ad/announcement, students should include all of the elements listed on the slideshow.
    Sus anuncios deben incluir un lema (slogan), a quien se dirge esta campaña, tres cosas que vas a mejorar y cómo, dos testigos que puedan compartir un testimonio sobre su campaña, y un mensaje de respaldo (endorsement) al final.
  3. After creating an outline for their announcement/advertisement, students will present it to the rest of the group. Each group member should have a few lines.
    Al terminar el esquema de sus anuncios lo van a compartir con el resto del grupo.


  1. Ask the following questions to finish the lab:
  • ¿Te gustaría hacer tu propia campaña presidencial en el futuro? ¿Por qué? (Would you like to create your own presidential campaign in the future? Why?)
  • ¿Por qué es importante tener un anuncio de campaña? (Why is it important to have campaign party signs?)

End of Lab

  • Read Can-Do statements once more and have students evaluate their confidence.
    (Use thumbs up/thumbs down or download our student cards)
  • Encourage students to be honest in their self-evaluation.
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can understand a topic involving politics.
  • I can talk about my preference for a campaign.
  • I can understand terms about the government.
  • I can answer questions about a campaign. (Modified intercultural)


How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


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Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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