Spanish Level 3- Face-to-Face Activities
🛋 Spanish Level 3, Activity 07: La vivienda / Housing (Face-To-Face)
Description: In this activity, students will discuss where they live, the furniture they have in their home, and where they might be able to shop for certain household items. Students will learn how to describe furniture, housing, and useful household items. Students will also express opinions about furniture and where they prefer to live.
Semantic Topics: House, home, bedroom, kitchen, living room, casa, hogar, cuarto, cocina, la sala
Grammatical Structures: Direct object pronouns, indirect object pronouns, preterite, los pronombres de objetos directos, los pronombres de objetos indirectos, el pretérito
Products: Household items, living situation, furniture
Practices: Furnishing an apartment or house, shopping for household items with a budget
Perspectives: The importance of staying within a budget when furnishing your home
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 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between Hispanic cultures and their own
- Standard 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic cultures
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.
- COMP 2.1 – Identify, describe and compare/contrast products and their use in the target culture with the learner’s culture.
NCSSFL-ACTFL Can-Do Statements:
- Given a budget and situation, I can purchase gifts for a variety of people and occasions
- I can describe the topic of this conversation lab
- In my own and other cultures, I can identify locations to buy something and how culture affects where people shop
Materials Needed:
- Google Slide Presentation (hyperlinked)
Warm-Up
- Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
Voy a leer los Can-do statements de hoy - Put the students into pairs to talk about the questions on the warm-up slide in the slideshow.
Discuten en grupos de dos las preguntas en la diapositiva. - We are going to talk about important department stores in the Spanish-speaking world.
Vamos a hablar sobre unos almacenes populares en el mundo hispanohablante. - Describe the Spanish department store, “El Corte Inglés” and prompt students to make cultural comparisons.
El Corte Inglés es un gran almacén (department store) muy popular en España. Tiene muchos pisos y aún un restaurante y una cafetería. ¿Pueden pensar en una tienda similar en los estados unidos o tu país? (Un ejemplo puede ser Nordstrom o Bloomingdales. Target es un ejemplo más barato.) Este almacén se llama Éxito. Un hecho interesante sobre este almacén es que está en unos centros comerciales. Tiene comida, muebles, ropa, tecnología, accesorios para vehículos, etc. Aquí tenemos otro ejemplo de un gran almacén. Se llama Liverpool. ¡No es una tienda de Inglaterra, sino que México! Tiene más de 150 años de historia. .
Main Activity
- Read the scenarios from the slideshow to your students and put them into pairs to talk about each scenario. They have a budget for each situation and they will need to use all of their money.
Voy a leer una situación para tu y tu compañero/a. Recuerden que tienen una cantidad de dinero limitada para gastar para la situación. - Given the situation, the pairs of students will select items from the slides to purchase.
Necesitan trabajar con tu pareja para elegir objetos para comprar. Hay un diapositiva que es la “tienda” con objetos para comprar. - After each situation, students will share with the rest of the group what they have chosen to buy and why.
Necesitan compartir los objetos que compraron con la clase y porque.
Wrap-Up
- Ask students the following questions to finish the activity:
- ¿Alguna vez has comprado un mueble caro para tu casa? ¿Qué compraste? y ¿Dónde? (Have you ever bought expensive furniture for your home? What did you buy and where?)
- ¿Alguna vez has visitado una tienda en otro país? ¿Qué compraste ahí? (Have you ever visited a store in another country? What did you buy?)
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:
- Given a budget and situation, I can purchase gifts for a variety of people and occasions
- I can exchange information about the types of furniture and decoration styles I prefer
- In my own and other cultures, I can identify locations to buy something and how culture affects where people shop
Cultural NOtes:
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)
