Antes de leer:
¿Conoces estas palabras?:
(Haz clic para ver la definición en el dicciónario)
Después de leer:
Responde a las siguientes preguntas con frases completas.
1. ¿Crees que este panda es inteligente o tramposo (o los dos)?
2. ¿Conoces una historia de un animal muy listo? ¿Qué hizo este animal? (Si no conoces una historia verdadera, ¡puedes inventar una historia creativa!)
In keeping with my TPRS challenge for the semester, here is the short story I made for ch. 8 of the textbook Unidos. (Click here for ch. 7’s story!) This (very) short story is for practicing preterit vs. imperfect as well as vocabulary based on Semana Santa in Guatemala.
Here are links to the materials I made based on the story:
Here’s a video of me reading the story. I make these to give my students (and a small number of youtube subscribers!) the option to read along with me at home.
Also, it is important to note that this story does not provide in-depth details of Semana Santa en Guatemala. My students already watched videos about it, so this story and activity sheet serve to reinforce and practice key concepts. Here are some other video resources about Semana Santa in Guatemala.
Welcome to the first post of my personal TRPS challenge! I am teaching SPAN 1002 at the university level this semester, and it is my goal to make at least one story for each chapter of an appropriate length that incorporates as much of the target vocabulary and grammar for the chapter as possible. (We begin with chapter 7 of the Unidos textbook by Pearson.) Where’s the challenge? To create one coherent story that includes all (or most) of the target elements for the chapter. As you will see, in order to include everything my first story turned out pretty strange, but I don’t think that’s a bad thing. (I hope not! What do you think?) I’m hoping that the unusual elements will help the story “stick.” My classes always go better when the students get a chance to laugh.
I also plan to make a Youtube video reading each story so students can read along at home if they’d like. I hope this might be a fun way to review for the final at the end of the semester.
In class, first we read the story together. I teach a hybrid course, so students have already seen the vocabulary and practiced verb conjugations in their assigned online activities. Next, students got in groups of 2-3 (in which at least one person had a laptop to view the powerpoint) and read the story together at their own pace. Finally, for the comprehension and written output component I gave them a handout of questions to be answered in complete sentences. They could choose to continue to collaborate with their small group (most did) or to work individually.
Here are all of the materials:
I recently finished my first attempt at teaching high school. I began in mid-February as a long-term sub for three Spanish 1 classes on block scheduling. As all of my prior teaching experience was at the university level, boy did I have a lot to learn! I am appreciative for the learning experience for so many reasons, one being that it really challenged me to diversify my lesson formats. I am thankful for the wonderful community of Spanish teachers/bloggers on the internet as well as my colleagues and professors who shared materials with me and gave me ideas for new lesson styles.
The lesson in this blog post was one of the best days in my high school classroom! It includes a read-along story, ¡Vamos al restaurante!, to be presented on the board as well as a handout for students to follow along with.
The story takes place in Mexico City, and I chose the restaurant Café de Tacuba because it was my favorite place to eat when I was in D.F. I was attempting to incorporate something authentic while also covering the target vocabulary from the textbook (Avancemos). The presentation includes pictures of this beautiful stop in the historical center in D.F. and concludes with a video of the musicians who fill the restaurant with string serenades.
Topics covered include:
- review of food vocabulary (based on Avancemos textbook)
- introduction of family vocabulary
- practice with verb conjugation, focus on -er/-ir
- review of question words (in follow-up reading comprehension activity)
One goal of this lesson was to segue from food vocabulary to family vocabulary, and I was so proud of my students who really rose to the challenge and read along with me for the whole story! The pictures, simple as they may be, provided just the right amount of scaffolding for them to incorporate the new vocabulary. The cloze activity served as a reference for them to use while answering the reading comprehension questions as well as a study guide. We went back and read it a few times because it really seemed to boost the students´confidence to be able to read a whole story in Spanish! The success of this lesson really got me interested in learning more about the TPRS method (Teaching Proficiency through Reading and Story-Telling). (I´m not sure if this lesson is exactly TPRS because I still need to learn more about it! If you have any favorite TPRS resources please comment below!)
You can view the presentation below (made on Google Drive). You can advance with the arrow keys or by a click. Here is a link to the handout that I used: ¡Vamos al restaurante! handout (PDF)
As always, keep the comments coming! I love connecting with other Spanish teachers online!