Spanish Level 3- Activities Designed for Online Instruction

📱Spanish Level 3, Activity 05: Medios de Comunicación / Media (Online)

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 a variety of scenarios and express how they would handle a situation. 
Semantic Topics: Text messages, conversations, opinions, preferences, technology, emoji, mensajes de texto, conversaciones, opiniones, preferencias, tecnología, emoji
Grammatical Structures: future tense, conditional tense, el futuro, el condicional

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

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

Warm Up

1. Begin by introducing the Can-Dos for today’s activity and displaying the Google Slideshow on the screen.
Hoy vamos a discutir el uso diario de la technología. Vamos a charlar sobre con quién hablamos con regularidad y cómo contactamos a ellos. También vamos a decidir cómo navegar unas situaciones de manera apropriada. 

2. Students will answer open-ended questions. They will express their opinion and the reasoning behind that opinion.

  • ¿Qué es lo que te gusta sobre los mensajes de texto?¿Qué no te gusta? 
  • En tu vida diaria, ¿quién te manda mensajes de texto, te escribe correo electrónicos o te llama por teléfono frecuentemente? 
  • ¿Eres una de esas personas que se comunica más texteando o hablando por teléfono? 
  • ¿Cuáles son las ventajas y desventajas de conocer a un amig@ en línea? 

Main Activity

1. Have the students go into breakout rooms and discuss the following questions!

  • Si tuvieran la oportunidad de enviar un mensaje de texto a sí mismos cuando eran pequeños, ¿qué consejos se darían?
  • ¿Cuál es el mejor consejo que han recibido? ¿Quién te lo dijo? ¿Por qué es lo mejor para ti?

Wrap Up

Ask students wrap-up questions to finish the activity. Have students show a classmate their most recently used emojis to see if they have any in common. Have them explain the stories behind their most recently used emojis.

  • Tienes que eliminar un emoji. ¿Cuál eliminarías? (You have to eliminate an emoji, which do you eliminate?)
  • ✋👆👉👍👤👦👧👨👩👪💃🏃💑❤😂😉😋😒😭👶😸🐟🍒🍔💣📌📖🔨🎃🎈🎨🏈🏰🌏🔌🔑 
  • Un día mandas un mensaje de texto para tu novio/a a uno de tus padres. ¿Qué harías? (One day you send a text message for your partner to one of your parents, what would you do?)
  • ¿Cómo crees que los celulares van a avanzar en 10 años? (How do you think cellphones will advance in 10 years?)

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!

    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 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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Let's Chat! Spanish Copyright © 2022 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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