Spanish Level 4- Face-to-Face Activities

📈Spanish Level 4, Activity 07: El mundo del trabajo / The workplace (Face-To-Face) Remix by Jordan Lancaster

Portrait of Jordan

Remix by Jordan Lancaster

Wendell High School

About this Activity Remix:

Why did you revise this interpersonal speaking activity? 

I chose this because it applies to a section about professions and gives the students real world experience for jobs.

How does this interpretive activity prepare students for the speaking task that follows?

This prepares them by helping them get warmed up with profession vocabulary and thinking about the workplace.

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 Slideshow

Spanish job interview questions and answers video 

Stress graphic link

This is a link that has a great graphic that shows how much money a certain job makes vs how much stress that job puts on a person.

Graphic about future jobs and what may be the most popular jobs of the future and what areas of work will have the most growth.

Sample job applications from Argentina Pt. 1/Pt.2 and the United States

  • McDonalds Job Application by McDonalds is included under fair use as described in the CBPFUOER.

Whiteboards & markers – writing materials

Interpretive Activity

Warm Up: 

1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow “Today, we are going to chat about our ourselves, our talents, and our future career preferences. We will chat about how we can be persuasive or convincing in our speech. We will also decide how to best promote ourselves in formal settings. We will also talk about stress levels in different jobs compared with how much money they make.

2. Have students look over a job posting for Cafe Rio restaurant. Then watch a short video about common interview questions and they will think about what type of questions might come up during an interview for Cafe Rio. “Tomen unos minutos para leer la oferta de trabajo para Cafe Rio. Tambien miren el video sobre las entrevistas de trabajo. Después vamos a hablar sobre preguntas que piensan que tendrían para Cafe Rio.”

Main Activity: 

Complete interpersonal activity from below section.

Wrap Up: 

¿Qué trabajos crees que serán populares en los próximos cinco años? What jobs will be popular in the next 5 years? ¿Qué habilidades crees que serán de gran demanda en los próximo cinco años? What abilities will be in demand in the next 5 years? This is when I will show the graphic that goes over what will be the most popular and in demand jobs in the future.

Interpersonal Activity

Warm Up: 

1.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.

2.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: 

1. 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.

2. 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.

3. Divide students into pairs
Van a trabajar en parejas.

4. 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: 

  1. 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: 



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