¿Qué es tu punto fuerte?
¿Cómo puedes aplicar este talento a tu experiencia escolar?
¿Cómo puedes compartirlo con los demás?
Comparte tus reflexiones con un compañer@ de clase.
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!)
Esta es la excusa perfecta para cuando se te olvida el cumpleaños de un amigo.
¿Puedes pensar en otros mensajes de cumpleaños atrasados creativos?
¡Diseña una carta, un meme, o un mensaje creativo!
Aquí hay unos ejemplos más…
Los mandatos informales, informal “tú” commands, can be a bit challenging at first because you must remember to conjugate the verb differently depending on whether the command is affirmative (Yes! Do it! ¡Sí! ¡Hazlo!) or negative (No! Don´t do it! ¡No! ¡No lo hagas!) This cultural presentation will take you on a journey of table manners around the world while practicing affirmative versus negative tú commands.
- Practice conjugating affirmative and negative tú commands
- Practice vocabulary about food & the table
- Make cultural connections about table manners
First, conjugate the verbs in this handout: Modales Internacionales Handout
Next, check your answers and discuss the cultural customs in more detail in this Powerpoint presentation: Modales Internacionales Powerpoint
Share your reflections and what you´ve learned in the questions at the bottom of the handout. Do you think any of these tips for international table manners will come in handy someday?
The images in the presentation were adapted for educational purposes from an infographic & article by Huffingtion Post España.
Also, thank you to the Teaching & Learning Spanish Blog Facebook Page for sharing the Huffington Post article.
If you would like to share these materials, please do so by providing a link to this blog post. Thank you!
¿Estás de acuerdo o no?
¿Cuáles libros son mejores que las películas basadas en ellos?
¿Cuáles peliculas son mejores que los libros en los que se basaron?
Para más discusión de este tema, aquí hay un artículo que se llama “11 películas que son mejores que los libros en los que se basaron“. ¿Están de acuerdo con la lista presentada en el artículo? ¿Por qué sí o no?
Revise los siguientes infografías.
Escriba 6-8 frases comparativas que comparan y contrastan las dos tradiciones del Día de los muertos y Halloween (Día de las brujas).Review the following infographics. Write 6-8 comparative sentences that compare and contrast two traditions of Día de los muertos and Halloween.
Hello Seahorse! is one of my favorite bands, and they have released their beautiful “Te abrazaré” just in time for this semester´s finals review time! See the PDF below for a cloze activity with the lyrics, a conversation prompt, and a short writing activity based on the song. The cloze activity is a great intro to review the future tense endings, while the ethereal music (may) inspire students for the following speaking and writing activities.
I am including a youtube video with the song below, but I would recommend listening to it on SoundCloud because you can read along with the comments other listeners have made! A great extension for the activity could be for students (or the class as a whole) to make comments in Spanish as well, adding another level of authentic language use to the activity! If you do interact with SoundCloud, let me know how it goes in the comments. I am really interested in using it with my students!
Before you enjoy this enchanting short film, I´d like to share a wonderful article that has helped me tremendously in teaching the preterit/imperfect. I read it in an applied linguistics class with an amazing professor! Here´s a link to the article, “Preterite/Imperfect Half-Truths: Problems with Spanish Textbook Rules for Usage” by Diana Frantzen.
I also use timelines visually reinforce the concept because that´s what helped me finally understand it. Although, also based on my experience, I think the real key to mastering preterit/imperfect is through authentic communication. Well, that´s true for most everything in language learning actually!
Here´s a link to a PDF worksheet for a writing activity based on the short film: Hoja de actividades: Cortometraje: “Día de los muertos”
¡Y ahora al cortometraje! The vivid imagery is perfect to inspire students to write descriptions using the imperfect, and although only 3 minutes, there are plenty of events to list to practice the preterit. Once students have time to brainstorm their own ideas, we go over them together. I draw a timeline on the board and mark the events as specific points. As students describe the settings/characters, I make squiggly lines in different colors along the timeline. Finally, students combine the descriptions with the narration of events to write a short story based on the short film.
I also recommend this video by the Travel Channel.
In developing a culture unit about the Dominican Republic for high school Spanish 1, my colleagues and I brainstormed about the best way to introduce and discuss the history of the Trujillo regime and the Mirabal sisters who gave their lives in the fight for justice. How could we introduce this key period of Dominican history in a way that is engaging, thought-provoking, and accurate? Furthermore, this history is one of very difficult and disturbing truths. While I am a firm believer that it is important and necessary to teach the darker episodes of history (for reasons I won’t delve into here, but would be happy to discuss in the comments), I strive to do so in the most appropriate and considerate way.
Julia Alvarez’s novel In the Time of the Butterflies has long had a place on my bookshelf as one of my favorites, so I was delighted when a colleague found a movie adaptation of the novel. We all watched the movie and decided that its depiction of the events was appropriate for our lesson. As all communities of students, parents, and administrators are different, please use your own discretion in determining if this is right for your classroom.
As Fridays were “culture days” in our FL department, we showed this movie the two Fridays following our introductory presentation on Dominican culture. (I plan to share the materials for that soon!)
The movie guide I prepared and am sharing here has three main parts. Part one provides questions for a brief warm-up and discussion to help students activate previous knowledge, part two features comprehension questions for students to answer while watching the movie, and part three features short-answer discussion questions for students to answer in writing and then discuss. Regarding part two, the comprehension questions, I have found that they do help students stay on task in the movie. Furthermore, I pause the movie frequently and go over the past two or three questions that students have answered, as well as allowing students to ask any questions that may have arisen. I have found that this method helps students to stay engaged and it also allows me to assess how well they are following the movie and understanding key concepts. My students were really full of questions about In the Time of the Butterflies! The following discussion of the movie was one of the best we had all semester, and I was truly impressed by some of their thoughtful comments while grading part three of the movie guide.
You can watch the movie right here! (Click the arrow symbol to make it full screen. I have embedded it from Hulu.com.) Since Hulu provides it for free, it does have commercials. I do believe it is available on Netflix as well.
As always, any feedback is welcome and appreciated. There is lots of room to expand upon this lesson. Please keep the comments coming!