Spanish Level 4- Activities Designed for Online Instruction

🧑‍💼 Spanish Level 4, Activity 05: La Entrevista / The Interview (Online)

Woman interviewing another man

Photo by Edmond Dantès 
Description: Students will practice asking and answering interview questions. They will also practice using vocabulary surrounding careers and the work place and speaking about hypothetical situations.
Semantic Topics: Interview, interview questions, resolution, career, future career, scenarios, entrevista, preguntas para las entrevistas, resolución, carrera/profesión, futura carrera, situaciones hipotéticas/escenarios.
Grammatical Structures: Conditional tense, future tense, future perfect tense, el condicional, el futuro, el futuro perfecto

 Products: Job types, careers

Practices: Interview etiquette, preparing for interviews

Perspectives: Importance of being able to articulate one’s skills and abilities, the importance of having and/or getting a job

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.

NCSSFL-ACTFL Can-Do Statements:

  • I can discuss what I want to do as a future career
  • I can answer authentic interview questions and speak in detail on my answer
  • I can understand a scenario and come to a resolution on my own or with a partner
  • I can compare and contrast different interview styles in different countries

Warm Up

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.

           Los Can-Dos para hoy son:

  1. Move into the warm-up. Have a discussion related to students’ experiences with their jobs. There are questions on the slideshow to prompt you.
    Les voy a preguntar un poco acerca de sus trabajos y sus experiencias. ¿Trabajas este semestre? ¿Dónde? ¿Te gusta tu puesto? ¿Por qué?  Si no tienes un trabajo, ¿Dónde quieres trabajar algún día?
  2. Have everyone take the BuzzFeed quiz, then talk about the results. Post the link for the BuzzFeed quiz in the chat.
    Vamos a tomar una prueba en BuzzFeed y hablar del resultado. Por favor abran el enlace que está en el “chat”. ¿Están de acuerdo con el resultado que recibieron? ¿Algún voluntario que quiera compartir?

Main Activity

  1. Pair up students into Breakout Rooms. 2-3 per room. Before you send them in, share the link to the student PowerPoint.
    Para la siguiente actividad abran el enlace que les he puesto en el “chat”. Los voy a poner en parejas en Breakout Rooms. 
  2. In the breakout rooms have the students go through each question where they take turns asking and answering. Prompt them to answer with some depth.
    Van a trabajar en parejas y tomar turnos preguntando y contestando las preguntas. Tienen que intentar contestar con una respuesta elaborada. ¡No simplemente, sí o no!

Wrap Up

  1. Ask the following questions as a wrap up:
  • ¿Cuál fue la pregunta más fácil? 
  • ¿Hay alguien que quiera compartir su experiencia laboral con el grupo?

End of Lab

  • 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 labs!
  • Can-Do Statements:
    • I can discuss what I want to do as a future career
    • I can answer authentic interview questions and speak in detail on my answer
    • I can understand a scenario and come to a resolution on my own or with a partner
    • I can compare and contrast different interview styles in different countries.

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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