Spanish Level 3- Activities Designed for Online Instruction

🛋 Spanish Level 3, Activity 07: La Vivienda / Living Spaces (Online)

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Photo by Chait Goli
Description: In this activity, students will discuss where they live, the furniture they have in their home, and where one 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, sala 
Grammatical Structures: Direct object pronouns, indirect object pronouns, preterite, los pronombres de objetos direcots, los pronombres de objetos indirectos, el pretérito
Products: Popular stores in Spanish-speaking countries, gifts, furniture
Practices: Giving gifts for weddings and birthdays, buying furniture for an apartment, shopping
Perspectives: Tradition of gift-giving for special events, the importance of following a budget

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 2.1 – Identity, 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 exchange information about the types of furniture and decoration styles I prefer on my own and other cultures
  • I can identify locations to buy something and how culture affects where people shop

Warm Up

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. Share the student slideshow with the students and put them into pairs using breakout rooms to talk about these questions.

  • Preguntas:
    • ¿Te gusta decorar tu casa? ¿Qué tal tu cuarto? ¿Tienes un estilo específico? 
    • ¿Cuáles son los muebles más caros para el hogar? 
    • ¿Cuál es un buen lugar para comprar muebles? 

3. 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. 
  • 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 en 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 de México! Tiene más de 150 años de historia. 

Main Activity

1. Read the following scenarios to your students: Put the students into pairs to talk about the scenario. They have a budget for each situation. Make sure to tell them to use all their money.
Recuerden que tienen una cantidad de dinero limitada para gastar. 

Scenario 1: Your sibling’s wedding is in Spain next week. You’re very happy for the new couple and you want to buy them a gift from the store “El Cortes Inglés” for their new home.

  • La boda de tu herman@ es la próxima semana en España. Estás muy feliz por la nueva pareja y quieres comprarles un regalo de la tienda “El Cortes Inglés” para su nuevo hogar. 
  • Uds. van a ir al Corte Inglés para comprar regalos para su hermana. Solamente pueden escoger de ciertos objetos. 

Scenario 2: Your mom is in Mexico. She is turning 50 years old next week and you want to buy her a special gift from the store “Liverpool” for her new stage in her life. What will you buy her?

  • Ella cumple 50 años la semana siguiente y quieres comprarle un regalo muy especial de la tienda “Liverpool” por esta nueva etapa en su vida. ¿Qué vas a comprar para ella? 
  • Ahora vamos a convertirnos en personas muy ricas que viven vida lujosas. 

Scenario 3: You moved into a new apartment with your best friend and you are both very excited to decorate it.

  • Te mudaste a un nuevo apartamento con tu mejor amiga y están muy emocionados para decorarlo. 

Wrap Up

  • ¿Alguna vez has comprado un mueble caro para tu casa? ¿Qué compraste? y ¿dónde? (Have you bought expensive furniture for your house? What did you buy? Where?)
  • ¿Cuál es tu tienda de muebles favorita? ¿Por qué te gusta esa tienda? (What is your favorite furniture store? Why do you like it?)
  • ¿Alguna vez has visitado una tienda en otro país? ¿Qué compraste ahí? (Have you visited a store in another country? What did you purchase?)

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:

  • 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 on 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)



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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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