This image can be used in numerous ways. Consider printing in color and laminating for students to use with dry erase markers. Students can work in small groups to play ¿Quién soy yo? (Who am I?). Students can choose one character and their partner can ask them questions to try and narrow down who their partners identity is. As the student gets answers to their questions they can cross out any images that could not be their partner. Partners play until the student is able to guess the right person.

Teacher can review a series of question starters to help students think about what types of questions are appropriate to ask. Students can also be encouraged to answer their questions with the correct gender and number in order to help their partner determine who they are.

The pair that guess each others image in the fewest questions can "win".
Example)
¿ Llevas lentes?
¿ Eres joven o viejo?
¿ Eres pelirrojo?
¿ Te gusta el color rojo?
¿ Eres canoso?

This image can be used in numerous ways. Consider printing in color and laminating for students to use with dry erase markers. Students can work in small groups to play ¿Quién soy yo? (Who am I?). Students can choose one character and their partner can ask them questions to try and narrow down who their partners identity is. As the student gets answers to their questions they can cross out any images that could not be their partner. Partners play until the student is able to guess the right person.

Teacher can review a series of question starters to help students think about what types of questions are appropriate to ask. Students can also be encouraged to answer their questions with the correct gender and number in order to help their partner determine who they are.

The pair that guess each others image in the fewest questions can "win".
Example)
¿ Llevas lentes?
¿ Eres joven o viejo?
¿ Eres pelirrojo?
¿ Te gusta el color rojo?
¿ Eres canoso?

Contesta y prepara las preguntas con detalle para conversar en clase.Students will answer and prepare to discuss the questions in class.

This is a list of common use "IR" verbs. There is an activity, a Quizlet Card set , and a list both have answers. You can use them after you teach IR verbs and/or Stem change verbs.

Proyect to culminate a unit about school (suitable for advanced low or mid-level review unit). Students will invent a school and all its customs. Well suited for "se impersonal." Easily adjusted to different vocabulary sets.

An up-to-date relationship story suitable for context-, grammar- or CI-based teaching, with a variety of follow-up activities. Students can answer comprehension questions, analyze the verb tenses or imagine a new ending or follow-up situations. 

This task asks students to read short passages about an imaginary Hispanic family and answer comprehension questions in a multiple choice format. Questions and answers are in English. As an extension activity, students write about themselves and their family members. A reflection is included in which students indicate how well they understood the passages and whether reading Spanish passages first about family helped them write about their own family. Students are also asked to indicate what they still need or would like to know about the family in Spanish. The task is appropriate for Level 1 Spanish students.

This is an interpretive reading activity for level 1 Spanish students. It uses a familiar topic with basic vocabulary and grammar structures. There are comprehension questions in English after each section.

The hyperdoc provides students self-paced learning, practice, and application of vocabulary and verbs related to clothing in Spanish, and it includes opportunities for students and teacher to evaluate learning and mastery of targeted content. A variety of online sites are provided to students to practice recognition and recall of vocabulary related to clothes and to self-assess. Three application tasks engage students in listening and reading comprehension, and open-ended writing.

This presentation will review negative and affirmative expressions in Spanish. There is an interactive game (best played in person). You can give students a coin (great time to use realia- pesos, euros etc.) and they place the coin in a hand and their partner has to guess which hand has the coin. The presentation provides plenty of examples and activities.

Reading material with questions and activities aimed at advanced Spanish 1 or early Spanish 2 students learning to discuss routines (reflexive verbs) in the present tense. Suitable to CI- or grammar-based lessons.

Read the sentences and tell how often you do these routines -- never, sometimes or every day. Related activities follow.

How to use this activity:Students can create a paper album, a power point presentation, google slides, with their chosen clothing pieces. They describe each piece including size, price, availability, colors, and fit.   You can add more requirements as the rubric is general and allows for many modifications.

Learning target: I understand when someone tells me where places are located in a city/town.

This is a video that you can show level 1 students to learn the numbers 0-20. Each number is introduced one at a time, in order and shown in a real world context to show students where they may find those numbers if they were in Spain.

Students can be given a handout with the numbers (as words in a random order) and students need to write in the numeric value next to the word as they hear it in the video.

After watching the video and reviewing the numbers, students can create basic math problems with responses that are no greater in value than 20. They can write them out in words, swap papers and answer one anothers.

Students can also verbally practice the numbers by quizzing their classmates on their math problems aloud.

As a follow up, students can work in small groups to create their own video with images of where they find the numbers 0-20 in their every day world, following the structure of the original video.

This is a multi-part activity that is for level 1. Students will watch a video to see basic greetings. It can be adapted for virtual or in-person, and there are opportunities to expand upon each of the activities.Learning Intentions:• I will learn about basic greetings.• I will learn about basic conversations (i.e. asking where someone is from).Success Criteria:• I can put a basic conversation with greetings in order.• I can have a basic conversation with a classmate. This includes names, how someone is, and where they are from.

This activity is an interpretive listening task with an authentic resource (medical product commercial) in Spanish to be used in level 2 (possibly 1 or 3 depending on the unit you are teaching and your students' abilities).

How to use this activity:Students create three small paragraphs: (1) morning routine, (2) school routine, and (3) after school or afternoon routine. 

List of common activities in a student's day -- out of order -- with an extensive list of suggestions for how to use in class by itself or as basis of a project. Suitable for CI, TPRS or grammar-based classrooms.

Prereading for a unit about school (level II or higher). Students read the sentences and decide if the person is complaining about their school or boasting about it. Comprehensible input-based. Suitable for review and use of "se impersonal."