Spanish Level 4- Face-to-Face Activities
🏢 Spanish Level 4, Activity 07: El mundo del trabajo / The workplace (Face-To-Face)
Description: Students will discuss their future career preferences. They will practice how to be persuasive with their speech to achieve something or to be convincing. Students will decide appropriate ways to talk about themselves and their talents in a formal setting.
Semantic Topics: career preferences, career, talents, speech, applications, jobs, workplace, preferencias de carrera, carrera, profesión, talentos, el habla, presentación, discurso, postulaciones/solicitudes, trabajos, lugar de trabajo.
Grammatical Structures: Future tense, imperfect subjunctive, conditional tense, el futuro, el subjuntivo imperfecto, el condicional
Products: Job applications
Practices: Sharing and defending an opinion, problem-solving
Perspectives: What are some of the unspoken rules associated with working or having a job? Why is it important to understand these rules?
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.
- Standard 2.1 – Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
- Standard 3.1 – Students reinforce and further their knowledge of other disciplines through Hispanic cultures.
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.
- CLTR 1.1- Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.3- Function appropriately in diverse contexts within the target culture.
NCSSFL-ACTFL Can-Do Statements:
- I can be persuasive in my speech to achieve something or be convincing
- I can talk about my career preferences
- I can talk about myself and my talents in a formal setting
Materials Needed:
- Google Slide Presentation (hyperlinked)
- Sample job applications from Argentina Pt. 1/Pt.2 and the United States
- Whiteboards & markers – writing materials
Warm-Up
- Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow
Hoy día vamos a hablar acerca de nosostros mismos, nuestros talentos, y nuestras preferencias hacia nuestra futura carrera/profesión. También vamos a hablar de como ser persuasivos y convincentes en nuestro habla. Y como promovernos en situaciones formales. - Have students look over applications from Argentina and the United States and answer the following questions:
Tomen unos minutos para leer las solicitudes de trabajo y después contesten las siguientes preguntas: ¿En qué se parecen?
¿En qué no se parecen? (diferencias)” “¿En tu opinión, ¿Cual es lo más interesante?
Main Activity
- Before watching the video on the Google slideshow, discuss what an elevator pitch is.
¿Qué es un “elevator pitch”? – Es una descripción corta de una idea, producto, compañía, o de uno mismo que explica el concepto de tal manera que cualquier persona puede entender en un tiempo limitado. - Explain to students they should pay attention to the points she talks about BUT when they make their own, they should only include what is relevant to them
Pongan atención a los puntos del video, pero recuerdo usar información relevante a ti y la situación. - Divide students into pairs
Van a trabajar en parejas. - Potential employer profiles are going to be on the slides (i.e. principal of the school they want to work at, CEO of a company, owner of a restaurant, manager for music or art). In each pair, someone will play the employer while the other person does their elevator pitch. After each slide, students will switch roles so that they can each practice talking to different types of employers and practice giving their pitches. The questions on the screen will help prompt their pitch.
Van a ver perfiles de empleadores potenciales en diferentes diapositivas. En cada pareja, una persona va a ser el empleador mientras que la otra persona da su “elevator pitch.”
Wrap-Up
- Ask the following questions to end the lab:
- ¿Funcionaría tu discurso breve en la vida real? (Would you brief discourse work in real life?)
- ¿Cómo podrías usar tu discurso breve en la vida real? (How would you use your brief discourse in rea life?)
- ¿En qué otros momentos o situaciones, se podía usar el discurso breve? (In what other moments or situations would you be able to use the brief discourse?)
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!
NCSSFL-ACTFL Can-Do Statements:
- I can be persuasive in my speech to achieve something or be convincing
- I can talk about my career preferences
- I can talk about myself and my talents in a formal setting
Cultural NOtes:
- Hispanic Culture At Work, What You Need To Know
- Jobs In High Demand In Spain
- A Guide To Personality Words In Spanish
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)
