Spanish Level 4- Activities Designed for Online Instruction

🎬 Spanish Level 4, Activity 10: Un programa nuevo para la televisión / A new television program (Online)

Man controlling a remote

Description: Students will be put into groups to create their own tv show using the vocabulary words provided on the slides.

Semantic Topics: Program, television, show, preferences, plot, theme, programa, televisión, programa, preferencias, tema

Grammatical Structures: Past narration (preterite and imperfect), conditional, past subjunctive, narración en el pasado (pretérito e imperfecto), condicional, subjuntivo imperfecto

Products: Spanish-language television shows, telenovelas

Practices: Families/friends watching telenovelas together

Perspectives: What do telenovelas mean to 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 written and spoken Spanish on a variety of topics.
  • STANDARD 1.3 – Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Spanish.
  • STANDARD 2.1 – Students demonstrate an understanding of the relationship between the practices and perspectives of Hispanic cultures.
  • STANDARD 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of the different Hispanic cultures.
  • STANDARD 3.2 – Students acquire information and recognize the distinctive viewpoints that are available only through the Spanish language and its many cultures.

Idaho State World Language Standards:

  • 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 2.1 – Access authentic materials prepared in the target language by or for native speakers.

NCSSFL-ACTFL Can-Do Statements:

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

Materials Needed


  1. Begin by introducing the Can-do statements.

Vamos a comenzar con los Can-Dos.

  1. Show the slide with the “Rolling Stone Top 10 TV Shows Of All Time” and ask the students some questions.
    • This slide contains the “Rolling Stone Top 10 TV Shows Of All Time”. Take a minute to look at it before I ask you some questions.
    • “La primera diapositiva tiene una imagen de “Rolling Stone y las 10 mejores series de televisión de todos los tiempos”. Tomen un minuto para verla antes de responder a algunas preguntas.”
  • Let’s see what you think:
  • “Vamos a ver que piensan:”
  • “Do you agree with Rolling Stone’s list?”
  • “¿Están de acuerdo con la lista?”
  • “Do you know all the TV shows that are on the list?”
  • “¿Conocen todos los programas que están en esta lista?”
  • “In your opinion, is there a TV show that shouldn’t be on the list?”
  • “¿En tu opinión, hay un programa que no debe aparecer en la lista?”

3. Put the students in breakout rooms and have them ask each other their preferences on tv shows.

I’m going to put you in breakout rooms. Ask each other the following questions regarding your personal preferences on tv shows.
“Los voy a poner en “breakout rooms”. Preguntense el uno al otro sus preferencias encuanto programas de televisión.”

    • “What is your favorite TV show?” “What is it like?”
    • “¿Cuál es tu programa favorito? ¿Cómo es?”
    • “What is a TV show you don’t like?” “Why don’t you like it?”
    • “¿Cuál es el programa que menos te gusta? ¿Por qué?”


Main Activity:

  1. For the main activity, you will be working in pairs in breakout rooms creating a story for a television show using different vocabulary words.
  • “Para la actividad principal van a trabajar con un compañero en “breakout rooms” creando un cuento para un programa de televisión usando diferentes palabras de vocabulario.”
  • Open the link posted in the chat to find the vocabulary words you need to use.
  • “Abran el enlace que esta en el “chat” para obtener las palabras de vocabulario que necesitan usar.”
  • Each slide has two words. You need to take turns using the words.
  • “Cada diapositiva tiene dos palabras. Necesitan turnarse usando las palabras.”
  • It’s important for you to pay attention because the story has to make sense. The person with the last card has to try resolving the storyline.
  • “Es importante que presten atención porque el cuento debe tener sentido. La persona que tiene la última tarjeta necesita intentar resolver el cuento.”


Wrap-up questions:

  • If you had the opportunity to watch your show, would you do it?
  • Which one is better, reading a book or watching t.v.? Why?
  • What show did you recently watch?


Preguntas para terminar:

  • “Si tuvieras la oportunidad de ver tu programa, ¿lo harías?” 
  • “¿Cuál es mejor: leer un libro o mirar la televisión? ¿Por qué?”
  • “¿Cuál es el programa más reciente que has visto?”


Exit ticket

Boleto de salida – acertijos (riddles) para salir:

  • “Sólo tres letras tengo pero tu peso yo sostengo. Si me tratas con cuidado, te llevaré a cualquier lado.” Respuesta: El pie
  • “Invita año tras año a tus mejores amigos, os coméis la rica tarta y os lo pasáis divertido.” Respuesta: El cumpleaños

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 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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