Spanish Level 4- Activities Designed for Online Instruction

🏢 Spanish Level 4, Activity 07: El Mundo del Trabajo/The World of Work (Online)

Three women working

Photo by CoWomen
Description: In this activity, students will discuss specific work-life situations as well as things specific to getting a job or during the interview process. This brings a real-life situation to the lab to enhance discussion as well as learning.
Semantic Topics: Work, world, work world, interview, questions, speaking, trabajo, mundo, el mundo del trabajo, entrevista, preguntas, hablar
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?

ACFL 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.
  • COMP 1.1 – Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements:

Given a situation regarding the workplace:

  • I can interpret the situation and give tailored advice to a peer
  • I can respond to the advice from my peer
  • I can ask follow-up questions both as a peer and advice-giver

Materials Needed: 


1. Read the Can-Dos statement for the day.

Vamos a empezar por leer los Can-Dos para hoy. 

We will begin by reading the Can-Do statements for today.

2. We will break into pairs and respond to the following questions with your partner:

Para empezar los voy a poner en parejas y van a responder a las siguientes preguntas.

  • When you look for a job, what qualities do you look for?
    • Cuando buscas un trabajo, ¿Qué cualidades buscas?
  • How do you prepare for an interview?
    • ¿Cómo te preparas para una entrevista? 
  • What has been the best environment you have worked in? What do you think has made it the best?
    • ¿Cuál es el mejor ambiente en el que has trabajado? ¿Qué crees que lo ha hecho bueno?
  • What types of jobs are popular among university students? Why?
    • ¿Cuáles tipos de trabajos son populares entre los estudiantes de la universidad? ¿Por qué?

Main Activity

Materials Needed for Main Activity: 

1. For our main activity, we will discuss different situations in the workplace.

Para la actividad principal vamos a hablar/discutir acerca de diferentes situaciones en el trabajo.

2. Sometimes these situations are different or out of the ordinary and we don’t always know how to resolve them.

Algunas de las situaciones son fuera de lo normal, y no siempre sabemos como responder o resolverlas. 

3. You will be put with a partner.

Esta actividad se va hacer en parejas.

4. One of you will be the advisor and the other will be the employee. You will alternate being the advisor and employee.

Una persona va ser el consejero y la otra persona va ser el empleado. Deben tomar turnos fingiendo ser el consejero y el empleado. 

5. It has to be a conversation, not just answering questions.

Debe ser una conversación, no solo contestar las preguntas

4. You will have 3 minutes to discuss each situation on each slide.

Van a tener 3 minutos para hablar/discutir cada diapositiva.


Materials Needed for Wrap-Up:


  1. To finish the activity, have the students answer the following questions to wrap up:
    • Two more questions before wrapping up:
    • Dos preguntas más para terminar:
    • What type of jobs do you think will be the most popular in the next five years?
      • ¿Qué trabajos crees que serán populares en los próximos cinco años?
    • What qualifications will be in high demand in the next five years?
      • ¿Qué habilidades crees que serán demandadas en los próximos cinco años?

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:

Given a situation regarding the workplace:

  • I can interpret the situation and give tailored advice to a peer
  • I can respond to the advice from my peer
  • I can ask follow-up questions both as a peer and advice-giver

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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