Spanish Level 3, Activity 05: Medios de Comunicación / Media (Face-To-Face)

Woman on a virtual meeting on her computer

Photo by Yan Krukov

Description: In this activity, students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will discuss different scenarios and how they would handle hypothetical situations.

Semantic Topics: Text messages, conversation, opinions, preferences, technology, emoji, mensajes de texto, conversación, opiniones, opiniones, preferencias, tecnología, emojis

Grammatical Structures: Subjunctive, el subjuntivo

Products: Technology, smartphones, text messages, word cloud

Practices: Giving suggestions and advice, working together in a group, problem-solving

Perspectives: The importance of good communication, how to address complicated or tricky situations

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 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 1.1 – Observe formal and informal forms of language.
  • CONN 2.1 – Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

  • I can initiate conversations in the target language
  • I can bring the conversation to a close
  • I can give reasons for my preference
  • I can hold conversations regarding personal opinions with others in the target language (intercultural)

Materials Needed:

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Access the template(s) below:

Warm-Up

  1. Begin by introducing the Can-Dos for today’s activity and distributing materials to each student.
    Vamos a empezar con los Can-Do statements. Hoy, van a hablar sobre la tecnología. 
  2. Students will get into small groups to discuss a series of open-ended questions. The questions are included in the slideshow.
    Ahora, van a formar grupos pequeños para hablar sobre estas preguntas abiertas.

Main Activity

  1. Have the students think of some words of advice for their younger selves and share them with the class. As they explain why they would give that advice, the activity instructor should create a word cloud on the board with common ideas.
    “Imaginen que tienen la oportunidad de enviar un mensaje de texto con consejos a ti mismo cuando eras niño. ¿Qué consejos te quieres dar a ti mismo?”
  2. Then, ask students to elaborate on their messages.
    “Qué palabras son las más frecuentes? ¿Por qué son necesarios estos consejos?
  3. Give these scenarios to the students in small groups to discuss:
    • ¿Si tuvieras que eliminar un emoji, cuál elegirías? (If you had to get rid of an emoji, which would you choose?)
    • Una noche, estas texteando con tu mejor amigo(a) y empiezas a criticar a tu ex por lo mucho que te hizo sufrir durante tu relación y accidentalmente envias el mensaje a tu ex novio(a). ¿Cómo solucionarías este problema? (One night you’re texting with your best friend and you begin criticize your ex for all the suffering they made you go through and you accidentally send the text to your ex. How would you solve this problem?
    • ¿Por qué las personas de los años setenta dudaban que los celulares iban a tener mucho éxito en el futuro? (Why did people during the 70s doubt that cell phones would be successful in the future?)

Wrap-Up

  1. Ask students the wrap-up questions. Have students show a classmate their recently used emojis and see if they have any in common. Have them share with the class those they do have in common. What are the stories behind their most recently used emojis?
  • ¿Cuáles son los emojis que usan más frecuentemente? Compartirlos con su compañero/a. (Which emojis do you use the most? Share them with your classmates)
  • ¿Tienen un cuento que va con ese emoji? (Do you have a story that goes with the emoji?)

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 initiate conversations in the target language
  • I can bring the conversation to a close
  • I can give reasons for my preference
  • I can hold conversations regarding personal opinions with others in the target language (intercultural)

Cultural NOtes: 

How to Remix a Pathways Project Activity

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Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
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  • Integrate authentic materials such as videos, infographics, photos, etc.
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  • 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 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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