Spanish Level 3, Activity 02: Repara mi tecnología / Repair my technology (Face-To-Face)

 

Phone with a broken screen
Photo by Laura Rivera
Description: In this activity, students will be able to practice talking about technology. Students will also be able to practice talking to an employee to determine how to fix their product or obtain a new one.
Semantic Topics: Technology, devices, repair, help, customer, situation, Technología, Dispositivos, Reparar, Ayuda, Cliente, Situación
Grammatical Structures: Subjunctive, possessive pronouns, possessive adjectives, por vs. para, el subjuntivo, los pronombres posesivos, los adjetivos posesivos, por vs. para
Products: Technology, broken/damaged products
Practices: Shopping behaviors, negotiating with and/or explaining a situation to an employee
Perspectives: Value of personal belongings, the importance of technology

Relevant 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.

Relevant Idaho State Standards: 

  • 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.

Relevant NCSSFL-ACTFL Can-Do Statements: 

  • I can talk about familiar and unfamiliar technology
  • I can talk about the technology that I use every day
  • I can request services, such as repair for a phone, computer, or other electronic items

Materials Needed

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

(Canva Template, free account required)

Warm Up

  1. Begin by introducing the Can-Dos for today’s activity and distributing the Materials to each student.
    Vamos a empezar con los Can-Do statements hoy.
  2. Have students begin by getting into pairs and sharing the different types of technology they use. Students can talk about brands and what products they use often. Then ask for volunteers to share what technology they use in their life.
    Para el calentamiento, van a charlar en parejas sobre la tecnología. Con su pareja, pueden hablar sobre los diferente tipos de tecnología que usan día a día. Esto puede incluir el hablar de diferentes marcas, diferentes objetos, etc

Main Activity

  1. Divide the students into groups of 3 or 4 and give each group the same situation card
    Ahora se van a dividir en grupos de 3 or 4. Van a escoger una tarjeta y luego leerla para sí mismos.
  2. Two people will act as customers and the other one or two people will act as the employees. The two customers will read the card to themselves and prepare to explain to the employee(s) that their electronic device is broken or whatever the situation says on their card.
    Dos personas van a ser clientes y las otras personas van a ser empleados. Los que son clientes van a explicar a los empleados cómo se quebró su aparato o explicar la situación que está en su tarjeta. Vamos a tomar unos minutos para que se puedan preparar para la actividad
  3. The employees will then work with them to find a solution to their problem. Emphasize to the student that they should read over the goals and work together to come to a solution
    Después, los empleados van a trabajar con los clientes para resolver (o no resolver) el problema. Es importante que lean las metas y trabajen juntos, empleados y clientes, para llegar a un acuerdo.
  4. The instructors will act as the “manager” and walk from each group to help employees with their conversations and vocab or add to the conversation in general.
    Voy a actuar como director e ir de grupo a grupo para ayudar los empleados con sus conversaciones para ayudar con vocabulario o solo para añadir algo a la conversación en general.
  5. Once the first round of situations has been completely talked through, the employees move to a different group but become customers at that new store, and the people who previously played the customers now become the employees of that store.
    Ahora que hemos terminado la primera ronda de grupos, los que eran empleados se van a convertir en clientes y los clientes se van a convertir en empleados. Qué escojan una nueva tarjeta y empiezan una nueva situación.

Wrap Up

Wrap-up questions (Pick a few you’d like to ask):

  1. ¿Qué pueden hacer para que no se rompan sus aparatos electrónicos?
  2. ¿Cuántas horas al día usan sus teléfonos, tabletas, televisiones u otros aparatos?
  3. ¿Es necesario que usen aparatos electrónicos todos los días?

End of Activity

  • Pay attention, and try to use feedback for future activities! 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 activities!

Can-Do Statements:

  • I can talk about familiar and unfamiliar technology
  • I can talk about the technology that I use every day
  • I can request services, such as repair for a phone, computer, or other electronic items

Cultural NOtes: 

 

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Let's Chat! Spanish 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; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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