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: