This resource provides a prompt for every school day that could be used to inspire students to express themselves in the language through speaking and/or writing
This list of 20 simple Spanish conversation starters can be used to spark conversation from novice to advanced speakers of the language.
This list of 20 simple Spanish conversation starters can be used to spark conversation from novice to advanced speakers of the language.
All tenses of Spanish on a one page resource with irregular patterns noted. Great resource for beginners to become familiar with the tenses as well as more advanced students to refresh their learning.
All tenses of Spanish on a one page resource with irregular patterns noted. Great resource for beginners to become familiar with the tenses as well as more advanced students to refresh their learning.
All tenses of Spanish on a one page resource with irregular patterns noted. Great resource for beginners to become familiar with the tenses as well as more advanced students to refresh their learning.
This skit is a project that I use along with the Avancemos 1 Spanish curriculum. It aligns with Unit 5 Lesson 2 (party and chores vocabulary, affirmative tú commands, hay que and acabar de phrases). I usually opt for flexible grouping and allot five to six 55-minute class periods for this project. Students always enjoy these skits and wow me every year with their creativity. Just remind them (if necessary) that all skit content must be school appropriate.
This short reading about the springtime has varying images that are downloadable. One is a simple reading. Another is the same reading with short questions that follow. Another is a fill in the blank story based on the picture.
This is a video (2:03 long) resource of a woman from El Salvador talking about her childhood. Ideas for guiding students through understanding this video are given.
This animated short highlights the holiday and tradition of Day of the Dead in Mexico. It can be used as a movietalk (http://teachingcomprehensibly.com/movietalk/) classroom activity using strategies of comprehensible input, specifically the idea of circling to gauge comprehension (https://comprehensibleclassroom.com/teacher-training/essential-strategies-for-tprsci-teachers/how-to-circle/). The activities that could follow could be changed to match the level being taught. In lower levels, having a discussion in English would be appropriate. In higher levels, asking deeper questions about how students honor their own loved ones and what their own beliefs about the holiday and tradition are could be a thought provoking prompts.
This flyer is an authentic resource to promote a family day in the city of Oaxaca., Mexico. It can be used to pull cognates from or to compare to something similar to that of another culture.
This resource allows students to read several paragraphs about a family and decide based on their comprehension, who is who in the pictured family. The activity itself is self-explanatory. Students will read the reading and decide who is who based on the descriptions given.
A possible way to use this in class is to remove the image of the family or have a blank silhouette of the family. The students then would need to draw in what each family member looks like based on the reading and comprehension level.
Another way to use this resource would be for students to bring in a photo of their own family and recreate a similar reading based on the physical descriptions of those in their own family.
Spanish level 1 or 2 fruit and vegetable infographics that can be used with interpretive or interpersonal activities.
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?
Three simple and age appropriate activities on Spanish language and culture which focus on the family and the Spanish names for various family members.
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 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).
Use this page to create the Guess Who? game. You would need a copy of the page for each partner to use. Then a set of the pictures from a page that have been cut up into individual cards/photos. Students would pick their person from the single cut-outs and place it face down until they need to look at it to answer a question about their person. Students would also need something like bingo chips or dry erase markers on laminated copies. They would ask yes or no description questions in Spanish and then mark off the characters according to their partner's answer. First person to guess their partner's person by eliminating all of the other people is the winner.
This short reading about the springtime has varying images that are downloadable. One is a simple reading. Another is the same reading with short questions that follow. Another is a fill in the blank story based on the picture.
This is a video (2:03 long) resource of a woman from El Salvador talking about her childhood. Ideas for guiding students through understanding this video are given.