Spanish Level 3- Activities Designed for Online Instruction

💻 Spanish Level 3, Activity 02: Repara mi tecnología / Fix my technology (Online)

Phone with a broken screen

Photo by Laura Rivera
Description: In this activity, students will practice discussing technology. Students will also 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 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)


1. Begin by opening the Google Slideshow and introducing the activity and the Can-Do’s.

Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.  

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 diferentes tipos de tecnología que se usan día a día. Esto puede incluir hablar de marcas diferentes, objetos diferentes, etc. 

3. If students need some assistance getting the discussion going, use the questions below: What type of technology do you commonly use? What brands do you prefer?
¿Qué dispositivos (devices) usan a diario?
¿Qué marcas prefieren?

Main Activity

  1. Divide the students into small groups of 2 or 3 students. They will get to pick the business they want to start with.
    Ahora voy a dividirlos en grupos pequeños de 2 o 3. Van a escoger el negocio que quieren usar juntos y luego leer la tarjeta para sí mismos.
  1. One or 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 the situation on their card (a broken phone, etc.) to the employee(s).
    Una o 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.
  1. The employees will then work with them to find a solution to their problem.
    Después, los empleados van a trabajar con los clientes para resolver (o no resolver) el problema.
  1. Emphasize to the student that they should read over the goals and work together to come to a solution.
    Es importante que lean las metas y trabajen juntos, empleados y clientes, para llegar a un acuerdo. 
  1. The instructors will act as “managers” and walk from group to group to help employees with their conversations and vocabulary or add to the conversation in general.
    Voy a actuar como director e ir de grupo a grupo para ayudar a los empleados con sus conversaciones para ayudar con vocabulario o solo para añadir algo a la conversación en general.
  1. Once the first round of situations has been completely talked through, they should switch roles and pick a different 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. Van a elegir un negocio nuevo.


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

  1. ¿Qué pueden hacer para que no se rompan tus aparatos electrónicos? (What can you do to avoid breaking your electronic devices?)
  2. ¿Cuántas horas al día usan sus teléfonos, tabletas, televisiones u otros aparatos? (How many hours do you use your phones, tablets, televisions, or other devices?)
  3. ¿Es necesario que usen aparatos electrónicos todos los días? (Is it necessary to use electronic devices every day?)

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!

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

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)


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