“Un día típico de un estudiante universitario” is a read-along story for beginner-level students. There’s a special focus on “yo-go” verbs, por versus para, and food vocabulary, my class’ learning objectives for this unit.
There’s one notable absence: reflexive verbs! Usually ubiquitous in any daily routine story, I have left them out of this sequence because my total-beginner students haven’t learned about them yet. My goal is for students to become comfortable with writing and talking about daily routines and sequences of events in a contextual narrative before we reach the next unit in which the main focus is daily routines with reflexive verbs!
Download the free PDF activity sheet here: Un día típico PDF HANDOUT
And here is the video narration of the story!
Any comments or suggestions are welcome. If you use this activity with your students, I’d love to hear about it!
Before making this activity a few years ago, I polled my beginner Spanish students about the most well-known families from a TV show or movie. The Kardashians won, but Family Guy consistently took second, ¡so I went with la familia Griffin!
First, we watch the video below together to provide comprehensible input for introducing family vocabulary. I pause frequently to ask “circling” style questions, all in the target language, Spanish. (Click here for a great video on circling by Kaizen Teaching).
Next, students work together to fill in the blanks with the target vocabulary. Click here for a free, printable PDF of the handout! Or click here for a LiveWorksheets copy that can be filled out online!
Finally, students put what they learned into production by writing a similar description of a family on the back of the handout. Here are the instructions I project on the board:
¡A escribir! Descripción de una familia
Use the Family Guy presentation as a model
Describe una familia famosa (de la televisión, el cine, un libro, la historia, etc.)
Usa el vocabulario para expresar las relaciones entre los miembros de la familia.
¿Qué hacen los miembros de la familia?
–Escribe 1-3 frases sobre cada persona.
Dibuja (draw) un árbol familiar.
I instruct the students who finish writing early swap papers to do peer editing.
Any feedback welcome in the comments! I´d love to know if you use this activity in your classroom or have any suggestions for expansion/improvement!
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!
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!
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!