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 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 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 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.

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.

A simple and clear compilation of common use "AR" verbs in Spanish I & II use along with the attach Quizlet card set or by itself. There is also and accompanying teacher guide with all the answers. 

Spanish level 1 or 2 fruit and vegetable infographics that can be used with interpretive or interpersonal activities.

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.

bingo card templateTeachers can fill in the word document with vocabulary words in the target language then use a variety of ways to call out the words.  Some examples would be to give definitions, say the word in English or use a sentenceStudents can play a number of rounds by marking the squares using 3D markers or simply marking them off using a writing utensil

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.

How to use this activity:Print the ready form and provide students the link or the site SER + ADJECTIVES ( https://quizlet.com/_8wuh8u?x=1jqt&i=1q3v0l) 

SERI found "SER" to be one of the most difficult things for students to remember. However, this mnemonic has become one of my most popular lessons. Students remember and use them all the time after they have learned it this way.The first form is your teacher notes with all the answers. It will help you lead them and understand the lesson.  The second one is the student form they would fill it in as you lead them in. Normally, after I present this lesson. I ask students to write sentences about them using all the functions of “SER”. Then about their parents.  I modeled on myself first. Then I ask them to come to the front of the class and read their examples. 

This is a popular Mexican board game that can be printed and played in groups to review any material. 

This tutorial helps students tell time in Spanish. It is a direct lesson that explicitly teaches phrases and vocabulary needed to tell time. There is also an opportunity for students to answer questions while viewing.

You may want to put some guiding questions on the board or on an exit slip, for example, to gauge students understanding of the concept.

1) How do you ask "What time is it?"
2) How do you say "It is ___ o'clock"?
3) What is one way to say 12 o'clock?
4) How do you specify AM vs. PM?
5) What makes the 1 o'clock hour different than the rest?

Scott Young & Vat Jaiswal: TEDx EastsidePrep: One Simple Method to Learn Any Language. Scott & Vat travel to 4 different countries: Spain, Brazil, China, Taiwan and Korea knowing very little or 0% of the languages. There goal was to become fluent in the language by speaking only the language. No English, even with each other. In their first month, they slowly grew less and less dependent on using Google translate to feel in the gaps of their language skills. In their documentary, they show the progression of their ability from stumbling over themselves to conversing freely and comfortably with natives.

Their research showed that the beginning of learning a language is the hardest, like trying to get past the crashing waves at the shore. Once you simply use the language, the anxiety starts to fade and language learning becomes more cohesive and natural. If you simply do not allow yourself to speak your native language and pursue the target language (with a translator, as needed), you will become fluent.

I like to use this video in conjunction with the other TEDtalk OER resource by Tim Doner Breaking the Language Barrier (also my uploads on GoOpenVa). I use this video to inspire students to simply use the language, mistakes and all. Just go for it, every opportunity that you are given. If you cannot fully immerse yourself in a target language community, the video encourages you to make the No English Rule with a peer who is also learning the language. And every time you are with that peer you both commit to only speaking the target language. Students can also commit to speaking on the target language to everyone in their class as well as any other student of that language, in addition to native speakers they encounter.

Instead of Google translate, I prefer Reverso Context because it provides examples of native use of the target language phrase. I teach Levels 1-2, so we usually have to start with a few lessons/practices on how to use Reverso Context correctly so that they can find the Spanish that they have not learned yet. Students are encouraged to first use what they know, miming and asking "¿Cómo se dice...?" or How do you say? in the target language and then, if stumped, ask for a second, find what a native would say on Reverso Context's examples and then proceed.

We have used these ideas to commit to staying in the target language for a certain period of time, like 10 minutes. We then reflect and clarify and start the timer again. Students have grown to prefer this over classes in English.

This YouTube video is copyrighed by TED.Com (https://www.youtube.com/user/TEDtalksDirector/about) and may not be edited. It allows ads.

This is a great resource for the beginning of the year, reiterating to students how they ask to go to the bathroom. This in conjunction with the Puedo ir...etc. posters on the wall (see the OER https://www.spanish411.net/resources/Spanish-Puedo-Posters.pdf), students can be using Puedo correctly before learning about the present tense or stem-changers. Also, students are inevitably going to ask to go to the bathroom. This video helps lock in that phrase with humor, fun and repetition.

This YouTube Video is copyrighted by Sr Wooly (so it may not be edited) and it does allow ads.