Spanish Level 4- Face-to-Face Activities

🎬 Spanish Level 4, Activity 10: Una telenovela nueva / A new telenovela (Face-To-Face)

Two people pointing a remote and eating popcorn


Description: Students will discuss and give reasons for their preferences and interests. They will practice discussing characters, plots, and elements of programs they already enjoy. Students will also decide on appropriate ways to share their ideas in creating a new television program with a small group.

Semantic Topics: Interests, hobbies, preferences, TV shows, movies, favorites, television program, plot, intereses, pasatiempos, preferencias, series de televisión, películas, favoritos, programa de televisión, trama

Grammatical Structures: Preterite, imperfect, narration in the past, preterito, imperfecto, narración en el pasado

Products: Spanish-language television shows, telenovelas

Practices: Families/friends watching telenovelas together

Perspectives: What is the cultural significance of telenovelas in Hispanic cultures?

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 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of (target culture).
  • Standard 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between (the target culture) and their own.

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 2.1- Analyze the significance of a product (art, music, literature, etc…) in a target culture.
  • CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
  • CONN 1.2- Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can spontaneously create a storyline
  • I can compare TV shows from different cultures
  • I can talk about my television viewing preferences

Materials Needed:

Would you like to make changes to the materials?
Access the template(s) below:

  • Plot Cards (Canva Template, free account required)


  1. Begin by opening the Google Slideshow and introducing the Can-Do’s.
    Hola, ¿cómo están? Estoy ____. Vamos a empezar el lab de hoy con los can-do statements.
  2. Then show students clips of different types of telenovelas. After each clip, ask students to react to what they saw in the clip.
    ¿Qué piensan del video?
    Después de ver el clip de la telenovela, ¿la verían?
  3.  Show the students the provided examples of telenovelas from different countries around the world and chat about telenovelas/soap operas that are popular around the world. Ask students about their reactions.
    Como pueden ver en la diapositiva, las telenovelas son populares alrededor del mundo.
    Si tuvieran la oportunidad de ver una telenovela de cualquier país, ¿cuál elegirían?

Main Activity

  1. Put the students into groups of 3-4. Give each group four of the trope cards and have them put them face down on the table. Follow by explaining the rules.
    Ustedes son escritores de una cadena de televisión muy popular. La cadena necesita una nueva telenovela y, gracias a sus habilidades en español y la escritura, les pide crearla. Los superiores la necesitan pronto, entonces solo tienen 15 minutos para crear la historia. 
    En grupos de 3 a 4, ustedes van a crear la trama (plot) de una nueva telenovela. Van a recibir cuatro tarjetas con fotos y necesitan ponerlas de cara al suelo (facedown)
  2. Explain to your students: Ustedes van a tomar turnos agarrando una tarjeta. Tienen que incorporar el tropo que tienes en la trama de la telenovela. El primer estudiante va a empezar el cuento y el segundo va a seguir con el cuento. Es importante que presten atención por qué el cuento debe tener sentido. La persona que tiene la última tarjeta necesita intentar resolver el cuento.
  3.  If there is more time, have each group make their own commercial for the show. Ask students to come up with ideas and share how an ad would look for the show.


  1. Ask the following wrap up questions:
    – Si tuvieras la oportunidad de vender tu programa a un canal de televisión, ¿Lo harías? (If you had the opportunity to sell your program to a TV channel, would you, do it?)
    – ¿Piensas que ABC, FOX, o CBS compraría los derechos del programa?
     (Do you think ABC, FOX, or CBS would buy the rights to the show?)
    – ¿Qué es mejor: leer un libro o ver la tele? ¿Por qué?
     (Which is best, read a book or watch TV? Why?)
    Si tuvieras la oportunidad de ver tu telenovela, ¿Lo verías? 
    (If you had the opportunity to watch your show, would you watch it?) 

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 talk about my interests and hobbies
  • I can give reasons for my preferences
  • I can talk about my favorite TV shows


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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