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!
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.
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.
The Dominican Republic holds a very special place in my heart, so I was giddy with excitement while I made this presentation to introduce my high school Spanish 1 students to Dominican culture! Please see the slideshow below (featuring many videos, made in Google drive) and free accompanying activity packet.
The activities include a beginning warm-up to activate background knowledge, content & vocabulary comprehension questions, a Venn Diagram to compare/contrast bachata & merengue, analyses of music videos to explore themes of Dominican culture, and a final discussion mini-essay.
I´d like to make a brief note about cultural presentations in general. Whenever I teach culture I do make an effort to make it as authentic as possible, but sometimes I find it quite challenging! How can I portray an entire culture in a few class sessions? Well, of course it’s not possible to cover everything. That’s why I emphasize that this is an introductory presentation and invite students to explore other themes further with questions and follow-up lessons and projects.
It took our class one 90 minute class period (block scheduling) to cover the presentation and activity sheet (some students took the packet home to finish the final discussion question). My students were very engaged and full of questions, so I’d say it was a success!
One important topic that this presentation does not cover is the story of the Mirabal sisters and the Trujillo regime. We covered this topic later in a lesson based around the film adaptation of Julia Alvarez’s novel In the Time of the Butterflies. Please follow this link to see my post about it with a free movie guide question packet!
We also watched the movie Pelotero. It’s a really fun movie, and we watched it as a reward in the last 20-30 minutes of a few class periods. Please follow this link for a post & free movie guide. (Coming soon!)
Here’s a link to the Activity Packet, and you can watch the presentation right here!
Any feedback is appreciated. Keep the comments coming! 🙂
“Hablas muy bien el español” – How would you respond to that compliment in Spanish? Check out my latest video to see what I learned about responding to compliments while I was in Mexico. What have you learned about responding to compliments in Spanish? Let me know in a comment!
The lyrics to the song “Latinoamérica” by the Puerto Rican musical duo Calle 13 are replete with cultural and historical references, so much so that this song could inspire a semester´s worth of classroom discussion! Furthermore, the music video [see below] is a sequence of stunningly beautiful clips depicting the people and land of Latin America. This blog post describes how I use this song as the base of a task-based cultural enrichment activity with my students and provides you with the materials to do so as well. This activity would go over best with intermediate-advanced, advanced, and heritage learners.
This pdf document: PDF “Latinoamérica” Lyrics contains a handout with the lyrics to the song. There are 7 verses which are underlined, in bold, and color-coded. First watch the video as a class and ask the students their thoughts. I begin discussion by asking for students’ interpretations of the chorus. Now the task-based part. The selected color-coded verses are seven different references to Latin American culture and/or history, as follows:
- “el amor en los tiempos del cólera” – The novel by Gabriel García Márquez. You may have students research just this novel, or a more broader presentation on the autor and his works.
- “soy la fotografía de un desaparecido” – Las Madres de la Plaza de Mayo who began their protest during the Guerra Sucia (1976 – 1983) in Argentina in hopes of finding their children, who the Argentine government claimed had “disappeared.” These brave women continue their protest to this day. Their white shawls have become a symbol for the fight for human rights, the denunciation of the barbarities committed during the many dictatorships of Latin America, and the remembrance of all those who suffered during such times of political injustice.
- “soy Maradona contra Inglaterra anotándote dos goles” – The 1986 World Cup. Follow link for more information: Info about 1986 World Cup
- “la espina dorsal del planeta es mi cordillera” – The Andes Mountains – Students can research not only the mountains themselves, but also the ways of life of the people who inhabit this región.
- “Los versos escritos bajo la noche estrellada” – “Poema XX” de Pablo Neruda
- Haciendo rituales de agua bendita.
El viento que peina mi cabello.
Soy todos los santos que cuelgan de mi cuello. – Religions practiced in Latin America. Not only Catholicism, but also syncretic religions such as Santería.
- “La operación cóndor invadiendo mi nido” – Operación Condor
Divide the class into 7 groups and have each group pick a selected verse to research and present to the class. I give my students one class period to work on this in class in the computer lab as well as additional days outside of class to prepare the presentation. The students use Powerpoint or Prezi to create a visual.
This is my first blog post of this nature, so I’d love to hear your thoughts or suggestions. For now, enjoy this breath-taking music video!
[UPDATE]: I would like to give a huge thank you to all of you who have commented! I really appreciate your feedback, and your suggestions have helped me to greatly improve this activity! The activity sheet is now in its third version.
Video: Vista de la Alhambra desde el Mirador de San Nicolás: Granada, España.
No pude capturar el encanto de este lugar en una foto, así que grabé este video.
Aquí están las fotos que saqué durante el tur de la Alhambra.