Spanish Level 3, Activity 04: Tecnología y el futuro / Technology in the Future (Face-To-Face)

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Photo by Harsch Shivam
Description: Students will practice describing the past and speculating about the future. They will also discuss the environment and technology.

Semantic Topics: Technology, environment, creating stories, cars, tecnología, ambiente, creando historias, carros

Grammatical Structures: Familiar commands, future tense, mandatos familiar, el futuro

Products: Technology, social media, mobile devices

Practices: Taking turns guessing, working together in groups

Perspectives: Advantages and disadvantages of technology and social media use

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.

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 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.
  • COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

  • I can describe and discuss popular technology or forms of social media
  • I can brainstorm resolutions to problems
  • I can access information about technology and cars in the target culture

Materials Needed:

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Access the template(s) below:

Warm-Up

  1. Begin by introducing the Can-Do statements for today’s activity and displaying the Google slideshow on the projector.
    Today, we are going to discuss technology. We will chat about things that have happened and identify familiar technologies with a partner. We will also decide how to come to a resolution of a problem.
  2. Students will get in pairs and answer a few questions to begin a conversation on topics related to the main activity:¿Qué se tiene que hacer para mantener un carro? ¿Con qué frecuencia se necesita hacer?  ¿Con qué frecuencia lo haces en realidad? (ejemplos: el servicio al automovíl, cambiar el aceite, hacerle rotación a las llantas) 

Main Activity

  1. Divide the students into two groups. One group will describe the word on the card, and the other group will try to guess what the word is. Move the groups into different spaces of the room.
    Para empezar vamos a formar dos grupos. Un grupo describirá la palabra en la tarjeta y el otro grupo intentará adivinar cuál es la palabra. Mueve los grupos a diferentes espacios de la sala.
  2. The first group will take turns picking a card and will always work together to describe the word without saying what it actually is to the second group.
    El primer grupo se turnará para elegir una tarjeta y siempre trabajarán juntos para describir la palabra sin decir lo que realmente es al segundo grupo.
  3. For example, if they draw the word Wi-Fi, the “describers” could say, “It’s something you log into on your phone, so you don’t need to use data
    Por ejemplo si tienen la palabra WiFi, los ‘describiradores’ pueden decir “Es lo que usas para que no tengan que usar tu data cuando estas en el internet.” 
  4. We will have a timer for one minute. After, the describers become the ‘guessers’ become the ‘describers’
    Vamos a tener un cronómetro para un minuto. Después, los que describen van a adivinar y los que adivinan van a describir 
  5. Students can’t say the word on the card or use names of brands in their descriptions:
    Hay algunas reglas para este juego: no se puede decir en voz alta la palabra que está en la tarjeta y no pueden usar nombres de marcas famosas (como iPhone, Android, etc) 

Wrap-Up

  1. Ask students the following questions to finish the activity:
  • ¿Qué tipo de tecnología usas todos los días? 
  • ¿Qué tecnología nunca usas? 
  • ¿Qué problemas encuentras con la tecnología?

End of Activity

  • 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!

NCSSFL-ACTFL Can-Do Statements:

  • I can describe and discuss popular technology or forms of social media
  • I can brainstorm resolutions to problems
  • I can access information about technology and cars in the target culture

 

CULTURAL NOTES: 

How to Remix a Pathways Project Activity

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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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