I have observed that many students in my most advanced courses still struggle with numbers above one hundred. Here is a video I made to go over things step-by-step.
This first video covers 100s through 900s, and the next one will be practice (with memes!) with the thousands up to the millions!
Here´s a PDF activity sheet for a comprehension check after the video! Los números 100 – 999 PDF Activity Sheet
Here´s the answer key! Los números 100 – 999 Answer Key
Enjoy the video! Any feedback welcome in the comments!
Main Street is closed for the whole city to enjoy 2 kilometers of cakes! Yes, this really happened! I came upon this scene January 7th of last year in Zacatecas, Mexico, and have been wanting to share this fun celebration the day after Día de Reyes with my students ever since. The result: this read-along video story (narrated by a native speaker from Zacatecas) and accompanying handout for story-based activities. I hope you will find it useful to incorporate into a unit on holidays, for targeted practice for preterite versus imperfect, and/or as a reading comprehension activity.
The following activity sheet features 5 components:
Vocabulario – quick prep for understanding key words in the story
Comprehensión de lectura
Conversación y escritura– retelling the narration to solidify comprehension and practice narration in the past tense
Gramática – Preterite versus imperfect cloze activity
Conexiones y culturas – internet search for other celebrations and written description of other ways Día de Reyes is celebrated
Download the PDF here! Rosca story activity sheets (2 pages)
Here´s the video…
And here´s a PDF with just the text of the story: La Monumental Rosca de Reyes de Zacatecas Printable Story
Also, teachers, if you would like to download this story as a Powerpoint or a PDF for a printable book for your classroom, I have uploaded a bundle on Teachers Pay Teachers! Click here!
Any feedback is welcome in the comments!
In this activity, students practice using the imperfect subjunctive in indirect speech, including a writing prompt to add verses to the song.
Also, conversation prompts based on the video and music are a great jump start for cultural discussion of the son jarocho.
For more information about the son jarocho, NPR´s All Things Considered has a great 8 minute episode on the topic. Also, www.sonjarocho.com provides detailed readings in both English and Spanish about this musical genre from Veracruz, Mexico.
Access the PDF activity sheet and answer key with the links below:
¡Qué disfruten el video y el son!
This relaxing story is a great way to practice narration in the past (preterite and imperfect) and calm down a rowdy classroom!
You can download PDFs of the free activity sheet and answer key below. The writing prompt on the handout can also be modified as a conversation activity (or as both).
Thank you to Samuel García for writing and narrating the story. Samuel is an author and teacher from Zacatecas, Mexico.
¡Que disfruten el video!
Who’s that present for? Who did you go to the movies with? Sure, grammar rules tell us not to end sentences with prepositions in English, but we hear it all of the time!
Spanish, on the other hand, is a different story. This contrast leads us to such mistakes as “*Quién es este regalo para?”
In this video lesson, I explain how to understand and fix the common error of ending phrases with prepositions in Spanish.
Want to test your knowledge before you get started? Here is a free handout:
Try it before watching the video, try again after the lesson is finished, and then check the answer key!
Enjoy the video!
Also, here is the lyric video for the song I mention in the video, “¿Con quién se queda el perro?” by Jesse &Joy.
This song activity is great for a Día de muertos unit! Also, for my more advanced students in a Spanish Conversation and Composition course, I used this activity together with the story “El otro círculo” by Luis R. Santos (as featured in our textbook, Revista). We compared our analyses of both the story and the song to discuss different cultural perspectives about death presented through literature, art, music, etc.
Enjoy the video below!
As always, I would love to hear about it in the comments if you use this activity in your classroom!
Here are some links to my other Día de muertos themed activities:
In this video I share the 3 tips I use to explain Spanish vowel pronunciation.
Follow up comprehension questions:
(1)What are the 5 vowels in Spanish?
(2) What is a tense vowel? Which vowels are tense in Spanish?
(3) What is an example of a vowel sound that we use in English but not in Spanish?
See below for answers.
1. A, E, I, O, U
2. Our muscles are more tense and engaged when we pronounce tense vowels. All vowels in Spanish are tense vowels (A, E, I, O, U).
3. Answers will very. Some include the “A” in “cAt,” the “I” in “kId” or “fIt,” the “uh” in “bUg” or a relaxed pronunciation of “edUcation.”
I have found that when students are able to answer these questions about Spanish vowel pronunciation, they are able to analyze and self-correct their own pronunciation.
By answering these questions, students demonstrate that they know which vowels to stick to, which vowel sounds to avoid, and physically how Spanish vowels are pronounced in contrast with the lax vowels in English pronunciation that so often interfere with their Spanish pronunciation.
This tense vs. lax distinction is superior to the “short” versus “long” vowel explanation commonly found in textbooks because it allows students to make a physical connection to the vowel pronunciation (by placing the hand on the cheek to feel the tense cheek muscles.)
Furthermore, vowel length is variable, so the “short” versus “long” distinction can be unclear and cause confusion.
Do you have any other tips you think should be included in Spanish vowel pronunciation instruction?
I have been using the song “Humano” by Lido Pimienta for years after seeing it on Zachary Jones´ fabulous website. (Click here for a link to Zachary Jones´ post about this song.) I made this video of the song to visually reinforce geography by showing country names and images as she sings each nationality, as well as conjugations of SER and adjective agreement (humano vs. humana). I have also found that projecting a visual aid helps keeps students focused during such a soothing song. Enjoy the video!