Spanish II - Introductory Spanish (2nd Edition)
Overview
This resource was designed for a Spanish student who has taken at least one semester of college-level Spanish, one year of High-School Spanish or has some basic knowledge of Spanish. Its content can be useful (and adapted to) more advanced students, even heritage speakers who would like to improve their speaking, listening, reading and writing skills as well as explore Spanish, Latin and Hispanic Culture.
This online resource can be used as a textbook for an entire one-semester college course. It is comprised entirely of free, open-educational resources which are available to anyone. These include SpanishDict.com, StudySpanish.com, The Spanish Experiment, YouTube and much more.
The content is practical, authentic and engaging, but more importantly, it allows students to acquire much more than basic Spanish skills. It provides students with oppotunities to learn about Spanish, Latin and Hispanic culture and geography, as well as acquainting the students with Spanish as it is actually spoken in many different countries.
The textbook is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Course Introduction
¡Bienvenidos a la clase de español! Welcome to Spanish class!
This resource will provide you with an online textbook for what will be a highly interactive course to help you gain or increase Spanish skills that are useful for your academics, current or future career and perhaps even your daily life!
The content represents the second course in a series of Introductory Spanish courses. It is comprised entirely of free, open-educational resources which are freely available to anyone. These include SpanishDict.com, StudySpanish.com, YouTube and much more.
You will find the content practical, authentic and engaging, but more importantly, you will learn a lot!
The course is divided into 15 modules with each module centering around specific themes and grammatical structures. Even though grammar is essential to learning any language, in this course, you will find that speaking the language, strategies for learning languages and culture are just as (or even more) important than extensive grammar drills.
Also, this course encourages students to use translation platforms in order to acquire advanced language skills in an expedited manner rather than relying on memorization and drills. Therefore, this is a course designed to follow a communicative approach rather than a more 'traditional' approach to language learning which can delay students from accessing, navigating and benefiting from more advanced and interesting activities in addition to real-life conversations that they would experience when traveling or around native speakers.
As much as possible, in the activities in this online book, students will participate in 'real-life'-type language immersion rather than typical classroom drills will make for a more engaged student who can become self-directed, learn at his or her own pace, and tailor their learning depending on their needs and interests.
Each module, you can expect one or more of the following types of activities:
- Authentic Conversation: Watch and listen to authentic Spanish conversation and practice your speaking skills
- Language Learning Lab: Learn "how to learn" and practice things such as pronunciation.
- Grammar & Writing: Acquire grammar and writing skills
- Culture: Learn about the fascinating aspects of Spanish, Latin and Hispanic cultures
Each module was designed to represent one-week of class with a time commitment of between 4 to 6 hours per week. Of course, some students will take less time and some will take more, depending on many factors. Regardless, you will get as much learning out of this course as the amount of time and effort you put in!
As soon as you are ready, click on the Next button to get started!
Note: This online textbook is a resource intended to accompany an online course that is hosted in a Learning Management System (LMS) such as Blackboard, Canvas, Moodle, D2L, etc. Therefore, although assignment instructions will be found here, any student work will be submitted in the appropriate sections of the LMS course. Students who would like to work independently (not part of a school/college course) are still able to benefit from the content but will not be able to submit work.
Module 1: Overview
Let's get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Does Language Affect Thought?
- Language Learning Lab (LLL): Planning for Success
- Grammar & Writing (G&W): Verbs review
- Grammar & Writing (G&W): Numbers review
- Culture: Greetings Around the World
Module 1: Authentic Conversation
Does Language Affect Thought?
Estimated time to complete this lesson: 30 minutes
Building a community is important in any class, but especially in an online class.
In Spanish, in the appropriate submission area, please share your name, age (optional), your major, where you are from and anything else you would like to share about yourself such as hobbies, interests, pets, etc. (Hint: This YouTube Playlist videos will show you some basic, authentic greetings in Spanish) and watch the video below for some great listening practice and basic phrases for introductions.
*** Please scroll down the page for additional instructions and the second video you will watch for this lesson***
In addition to getting to know each other with 'traditional' introductions, we will also share our thoughts on how language affects thinking and culture because in order to effectively and authentically learn about any culture, we cannot isolate language and how it shapes thinking and thus, culture.
Please watch the short video below, and based on the video, in English: share three new, interesting or useful things you learned and how these may (or may not) change your approach/perspective to learning Spanish in this class.
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Useful Resources
Lesson from SpanishExperiment on greetings: https://www.thespanishexperiment.com/learn-spanish/greetings
Module 1: Language Learning Lab
Planning for Success
Estimated time to complete this lesson: 60 minutes
As you probably already know, managing academics, work, family and social commitments is a challenge. However, there are ways to plan for success in all areas which are worth exploring. Please watch the videos below, and based on the videos answer the following questions:
- Based on the 7 Benefits of learning languages video, what are 3 new or surprising benefits of learning different languages? (list at least three benefits)
- Based on the How to Learn Faster video, which three learning strategies were more interesting or surprising to you? Why? Which ones can you incorporate into your Spanish studies this term?
- Which two strategies from the Thomas Frank, 6 Steps to Stop Procrastinating Now, video would be the most useful to you?
- Which strategies from all the videos do you plan to implement to help you succeed in this class? List at least 3 strategies and explain how they will be useful for you.
- Based on your own experience/motivation, in addition to your professional reasons for enrolling in this course please share your goals for learning Spanish (personal, academic requirement, other professional, travel, fun, daily life, etc.)
- What grade do you want to make in this class? How much effort are you willing/able to put into this class to get the grade you want?
Your responses can be in English and/or Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
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Additional Resource (Optional)
Module 1: Grammar & Writing #1
Verbs Review
Estimated time to complete this lesson: 30 minutes
You may or may not recall the basics of Regular and Irregular Verbs in Spanish. Either way, they are an essential part to communicate in Spanish and worth reviewing before moving on to other/new grammatical structures.
To review verbs, please watch the following videos and:
- Submit a brief explanation of the difference between regular and irregular verbs and how they are conjugated.
- List the -AR, -ER and -IR sample verbs from the first video (Spanish and English)
- From the Easy Spanish video, share 2 new sentences or phrases you learned. Write them in English and Spanish.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Regular verbs: https://www.spanishdict.com/guide/spanish-present-tense-forms
Irregular verbs: https://www.spanishdict.com/guide/irregular-verbs-in-spanish
Module 1: Grammar & Writing #2
Numbers Review
Estimated time to complete this lesson: 30 minutes
Practice your numbers in Spanish with an excellent Open Educational Resource: SpanishDict.com which you will access by clicking below.
Read the lesson first, and then
- Record audio of yourself reading ALL the numbers from 1-100 in Spanish
- Complete the activity and submit proof of completion
- SPANISHDICT LESSON
- SPANISHDICT ACTIVITY
- Note that for the activity, you can hover over the English phrases to see the Spanish translation!
- Please submit a link to your audio recording and a screenshot of the activity page showing proof of completion in the appropriate submission area.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 1: Culture
Greetings Around the World
Estimated time to complete this lesson: 15 minutes
¿Lo sabías? (Did you know?) In Latin American countries and Spain, it is common to greet with a kiss on the cheek!
Learn about greetings throughout the World in these two short videos on the next pages.
You might be surprised to find in one country, you 'stick out your tongue' to greet someone!
- From each video, choose your saludo favorito (favorite greeting)
- State the countries of your saludo favorito, explain the greetings and why they are your favorites.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 2: Overview
Let's continue to get to know each other!
This Module, you will complete the following activities:
- Authentic Conversation (AC): Let's continue to get to know each other (with audio!)
- Language Learning Lab (LLL): Pronunciation review
- Grammar & Writing (G&W): Review SER y ESTAR
- Culture: Formal and Informal speech
Module 2: Authentic Conversation
Let's continue to get to know each other (with audio!)
Estimated time to complete this lesson: 30 minutes
In this discussion, we will continue to get to know each other (in Spanish) with text and audio!
This will be great practice for introductions when meeting others such as students, new friends, co-worker, client, etc.
First, watch the YouTube videos below with more 'advanced' greetings in Spanish. Notice the different accents between the videos! (Did you know that the more accents you are exposed to the better your language comprehension skills will become!)
Based on what you learned from the videos you will submit an original introductory post and respond to the post of others on the appropriate submission area of the course.
PARTE 1: Original Post
- Share a brief text introduction of yourself (in Spanish) of at least five (5) sentences.
- After you create your written introduction, create a set of at least three (3) questions (in Spanish) that you might ask a student, new friend, colleagues, etc.
- Record audio of yourself reading your introduction and the questions - all in Spanish.
- Post the text version of your introduction as well as a link to the audio
PARTE 2: Respond to the Posts of 2 other students
- Choose posts from at least TWO other students that you will respond to
- Listen to their audio introductions and read their posts, paying close attention to the questions they ask
- Create an audio recording (in Spanish) where you respond to their questions.
- Post a link to your text and audio response as a Reply to their original post.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
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Module 2: Language Learning Lab
Pronunciation review
Estimated time to complete this lesson: 15 minutes
You may already be familiar with Spanish pronunciation, however, there are certain sounds that are often confusing, even for more advanced speakers.
- Watch the video below (less than 3 minutes) for a review on how to pronounce certain letters.
- Based on what you review from the video, write down the Spanish words listed/pronounced AND record audio of yourself reading the words, using the proper pronunciation.
- Create one sentence for each of the vocabulary words from the video and record audio of yourself reading the sentences in English and Spanish. Submit audio and written list.
You can use Vocaroo to record your audio and submit your audio link which you can copy and paste onto a document or if there is a text box in the submission area, you can copy and paste the link there.
Please submit your written list and audio link in the appropriate submission area as a Word document or PDF.
NOTE: The 'confusing' words are the ones the teacher shows the pronunciation for and which appear as text as well. (taco, Pepe, etc.)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 2: Grammar & Writing
Grammar & Writing (G&W): Review SER y ESTAR
Estimated time to complete this lesson: 15 minutes
SER and ESTAR both mean "to be" but are used differently. They are essential verbs in Spanish. To review how to use them, start with a SpanishDict lesson (you can access it below) and then, watch the following video about the verbs.
- Based on the SpanishDict lesson, explain how and when these verbs are used
- Record audio of you reading/stating each of the example sentences using the verbs SER and ESTAR (boxes in gray which contain audio icon) from the SpanishDict lesson (in English and Spanish). You can listen to the correct pronunciation by clicking on the speaker icon you will see next to each sample sentence. MAKE SURE TO SCROLL DOWN THE LESSON PAGE SO YOU CAN READ/RECORD ALL THE SAMPLE SENTENCES AS THEY ARE IN DIFFERENT SECTIONS.
Please submit your assignment in the appropriate submission area as a Word document or PDF with audio link.
NOTE: You do not have to sign up to SpanishDict (unless you would like to) in order to complete the assignment
Lesson: SPANISHDICT SER VS ESTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources
ThoughtCo Article: Ser Conjugation in Spanish
Module 2: Culture
Formal and Informal speech
Estimated time to complete this lesson: 30 minutes
You may recall, in Spanish, there are different ways to address people depending on many factors; there is a formal and informal way, especially when it comes to the pronoun YOU. Based on the YouTube videos and your own research on the pronouns tú and usted, explain:
- From EACH video, list three new, useful or interesting facts you learned.
- Note: The 2nd video is in Spanish, but you can turn on the Auto-Translate function for English subtitles. Instructions are below,
- Explain the difference between: tú, vos y usted
- When you would use one instead of the other? Provide at least five (5) different situations that are likely for you and share the situation, the pronoun you would use and why.
- Why is it important to know (and properly) use the correct one?
- Conduct research of different languages that also have a formal and informal way of addressing people? Which one(s) did you find? Share the links where you got the information.
- Your responses can be in English and/or Spanish.
Note: In addition to learning about the pronouns with the videos, you will get some excellent listening practice. Listen for the different accents!
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
NOTE: If a YouTube video is in Spanish, often, you can click the 'gear' icon, choose 'Auto translate' and click on 'English' to view the captions. (Make sure the CC icon is ON and that you are viewing the video on a separate browser tab). The translation may not be 100% accurate, but it will be close enough!
Module 3: Overview
Pasatiempos (Hobbies)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Cuáles son tus pasatiempos?
- Authentic Conversation (AC): ¿Qué te gusta hacer? (at work)
- Language Learning Lab (LLL): Adjectives about me
- Grammar & Writing (G&W): Hacer y gustar
- Grammar & Writing (G&W): Homonyms
- Culture: Idioms
Module 3: Authentic Conversation
¿Cuáles son tus pasatiempos?
Estimated time to complete this lesson: 30 minutes
Hobbies are called pasatiempos in Spanish, although in many Spanish-speaking countries, they are also called hobbies!.
- In the appropriate discussion board area, we will continue to get to know each other, (in Spanish) with text and audio, by talking about hobbies and what we do during our free time!
- First, watch the YouTube videos below about hobbies.
- Based on what you learned from the videos you will submit an original introductory post about what you like to do in your free time and respond to the post of 2 others in the appropriate submission area of the course.
- Your original and response posts should be in English and Spanish as text and audio.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
.
Module 3: Language Learning Lab
¿Qué te gusta hacer? (at school or work)
Estimated time to complete this lesson: 30 minutes
Learn more about gustar and similar verbs in the SpanishDict lesson which you can access below.
Based on your current or future professional situation (or school situation if you do not work or have never had a job)
- Watch the video below, and based on the video, in addition to ME GUSTA, list 3 other phrases that can be used in Spanish to state you 'like' something (English and Spanish version). You will use some of these phrases in the steps below as well.
- State your current or future profession in English and Spanish
- Create a set of THREE sentences of work-related tasks you LIKE/WOULD LIKE to do - use ME GUSTA and other alternative verbs from the lesson and video
- Create a set of THREE sentences of work-related tasks you DO NOT LIKE/WOULD NOT LIKE to do. Use NO ME GUSTA and other alternatives from the lesson and video
- Submit a written list and audio of your sentences in English and Spanish
PARTIAL SAMPLE OF one "Me gusta" sentence and one "No me gusta" sentence.
Remember, try to also use verbs other than gustar!
Current Profession: Maestra - Teacher
- Me gusta trabajar con los estudiantes. I like working with the students
- No me gusta ir a las reuniones. I do not like to go to meetings
SPANISHDICT LESSON: VERBS LIKE GUSTAR
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #1
Hacer y gustar
Estimated time to complete this lesson: 60 minutes
Whether you realize it or not, you are already aware of how to use HACER and GUSTAR from a previous task relating to hobbies. Now, we will explore the grammar behind these important verbs. To learn about the verbs HACER y GUSTAR, please watch the videos below.
PARTE 1
- From the videos, explain what the verbs mean - hacer y gustar - and how they are used (in which contexts). Note that HACER can be used in other ways besides TO MAKE/TO DO.
- From each video, choose THREE full sentences using the verbs.
- Submit a list of the sentences (6 total) in writing and with an audio link of you stating each of the sentences. (English and Spanish)
PARTE 2
Based on this THOUGHTCO lesson, learn about HACER and record audio of you reading ALL the sample sentences from the lesson (English and Spanish) and submit a link to your audio.
https://www.thoughtco.com/using-hacer-spanish-verb-3078347
PARTE 3
- Based on your own interests/situation:
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO
- Create a list of 3 sentences using the verb HACER to indicate things YOU DO NOT DO
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU LIKE
- Create a list of 3 sentences using the verb GUSTAR to indicate things YOU DO NOT LIKE
- Submit written list and audio, in English and Spanish
Submit your written answers and list AND include audio link (you can use Vocaroo to record) in the appropriate submission area as a Word document or PDF with audio link.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Grammar & Writing #2
Homonyms
Estimated time to complete this lesson: 30 minutes
Although the terms Homonym, Homophones and Homographs have different meanings, for our purposes, we will refer to them as Homonyms. It is essential to be aware of them as they can be confusing and interfere with understanding
Learn these important words as in Spanish with a Thoughtco article which you can access by clicking on the ThoughtCo lesson link below.
- Based on the article, record audio of yourself reading the entire list of Spanish Homophones and Homographs and submit the link to your audio.
When needed, listen to the proper pronunciation with a tool such as SpanishDict Pronunciation
Please assignment in the appropriate submission area as a Word document or PDF.
THOUGHTCO LESSON: SPANISH HOMONYMS
Additional Resources (Optional)
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 3: Culture
Idioms
Estimated time to complete this lesson: 45 minutes
You may already know that learning and using idioms can help you understand Spanish better and make you sound more like a native speaker. Idioms are also a fun way to communicate authentically.
Access a FluentU article with some idioms in Spanish by clicking on the link below and watch an interesting video on common Spanish idioms.
Based on the article you read or the video:
- Choose TWO idioms that were new and/or interesting for you.
- List the idioms in English and Spanish (with the English 'literal' and 'actual use' translations.
- Find images (or create) images that could represent the idioms (either the literal translation or as an idiom)
- Use the idioms in sentences and include the English and Spanish version as well as the images.
FLUENTU ARTICLE: 15 COMMON SPANISH IDIOMS
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Overview
Rutinas (Routines)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Rutinas (Routines)
- Language Learning Lab (LLL): Ordinal numbers
- Grammar & Writing (G&W): Telling Time
- Grammar & Writing (G&W): Reflexive Verbs and pronouns
- Culture: Chronemics
Module 4: Authentic Conversation
Rutinas (Routines)
Estimated time to complete this lesson: 60 minutes
Watch the videos below to learn or review routines and reflexive verbs and visit the SpanishDict lesson.
Based on the conversations from the videos and lesson you will post to the appropriate submission area the following:
PARTE 1
- Choose ONE useful phrase from each video and share it in English and Spanish (audio and text)
PARTE 2
- Create a script of a conversation of two or more people where you talk about your daily routine, including time (hours, days, season, etc.) The script should consist of at least 20 lines (10 for each of the people/characters speaking) and it should be in Spanish and English.
- Record the audio for the script (using Vocaroo or another recording platform you are familiar with OR use the Padlet audio recorder feature) in both languages.
- You can play the voice for both 'characters' in the recording OR you could ask a friend or family member to help
- Post the written script and audio link
You do NOT have to respond to the posts of others but are encouraged to do so or at least read/listen to their posts!
All posts must be respectful and contribute positively to an atmosphere of civility and cooperation.
****Please submit your routine script (text and audio) in English and Spanish as text and audio both on the Discussion Board AND the Module assignment submission area.****
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
YouTube Tips:
To view subtitles, click on the icon.
To view subtitles translated to any language, click on the icon, then click on the icon, click on ‘Auto-translate’ and choose the language you would like.
To slow down the audio speed of a video, click on the icon, click on ‘Playback Speed’ and choose the speed.
SPANISHDICT LESSON: REFLEXIVE VERBS
VIDEOS
Module 4: Language Learning Lab
Ordinal numbers
Estimated time to complete this lesson: 30 minutes
Learn or practice your ordinal numbers skills with a StudySpanish.com lesson and ACTIVITY which you can access below.
Read the lesson first, and then complete the activity. Submit a screenshot as proof of completion.
SPANISHDICT LESSON: ORDINAL NUMBERS
SPANISHDICT ACTIVITY: ORDINAL NUMBERS
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Additional Resources (Optional)
Module 4: Grammar & Writing #1
Telling Time
Estimated time to complete this lesson: 30 minutes
- Visit the SpanishDict lesson below to learn or review how to tell time in Spanish. Read the lesson first, and then complete the Useful Time Expressions activity.
- Please submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
- Note: You only need to complete the one lesson/activitiy the link takes you to, but you are encouraged complete them all! Extra credit may be awarded for completing all the G&W SpanishDict lessons that are linked on the landing page for the activity.
- Watch the video below, and based on the video, state 3 new or useful facts or strategies about how to tell time in Spanish.
SPANISHDICT LESSON: TELLING TIME
SPANISHDICT ACTIVITY TO COMPLETE: USEFUL TIME EXPRESSIONS
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
VIDEO
Additional Resources
Telling time lesson from Mondly: https://www.mondly.com/blog/2020/06/29/tell-time-spanish-guide-beginners/
Telling time lessons from SpanishDict: https://www.spanishdict.com/guide/telling-time-in-spanish
Module 4: Grammar & Writing #2
Reflexive verbs and pronouns
Estimated time to complete this lesson: 30 minutes
Learn or practice your skills about reflexive verbs in Spanish with a StudySpanish.com lesson and Quiz as well as the video which you can access below.
Part 1: Read the lesson first, and
- Record yourself reading ALL the sample sentences and phrases that use reflexive verbs and pronouns. You will need to scroll down the page to access all and can create several recordings as there are many phrases!
- Then, complete the activitiy and please submit a screenshot of the activity page showing proof of completion, and please submit the 3 new useful expressions you learned from the activity.
- Note: You only need to complete the one lesson/activitiy the link takes you to, but you are encouraged complete them all! Extra credit may be awarded for completing all the G&W SpanishDict lessons that are linked on the landing page for the activity.
SPANISHDICT LESSON: REFLEXIVE VERBS
SPANISHDICT ACTIVITY: REFLEXIVE VERBS COMPREHENSIVE REVIEW
- NOTE THAT YOU CAN HOVER OVER THE SPANISH SENTENCES TO SEE THE ENGLISH TRANSLATION!
Part 2. Based on the video: explain Spanish Reflexive verbs and share 3 sample sentences from the video that use reflexive verbs. Please submit a written list of the sentences in English and Spanish as well as audio of you reading the sample sentences.
VIDEO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 4: Culture
Chronemics
Estimated time to complete this lesson: 30 minutes
Watch the following videos to learn about how different cultures experience time.
- Based on EACH video list 3 new or interesting facts you learned.
- Explain why it might be important to be aware of differences in Chronemics in other cultures other than our own.
- Submit your list and include enough evidence from the video.
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Overview
El pasado (the past)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Asking people what they did
- Language Learning Lab (LLL): Preterite in a story
- Grammar & Writing (G&W): Preterite
- Grammar & Writing (G&W): Positive and Negative words
- Culture: Literature (Magical Realism)
Module 5: Authentic Conversation
Asking people what they did
Estimated time to complete this lesson: 30 minutes
You are now going to learn a bit the past tense in Spanish in a practical way: by learning how to ask people 'what they did'. You will explore in more detail in upcoming activities.
Meanwhile, let's practice some real-life conversation by asking our classmates about their day, weekend or past. Watch the following video, and based on the video, and using the proper tense, you will ask and answer questions on the appropriate discussion board content area.
Based on what you learned from the video:
- Post THREE questions that you would ask a friend about what they have done in the recent past. (Spanish and English - text and audio)
- Choose two posts you will respond to and answer the 3 questions the classmates posted. (Spanish and English - text and audio)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 5: Grammar & Writing #1
Preterite
Estimated time to complete this lesson: 30 minutes
The preterite or preterit is a grammatical tense or verb form serving to denote events that took place or were completed in the past. Please learn about this important tense which allows us to communicate and understand events that happened in the past by watching the video on the next page and then based on the video:
- Explain the preterite tense
- List 3 full sentence examples using the preterite (from the video) (in English and Spanish)
- Record audio of yourself reading each of the example sentences (in English and Spanish)
Submit answer to question 1, written sentence list and audio link of your reading the list in English and Spanish.
Please submit assignment in the appropriate submission area.
Additional Resources
- https://www.spanishdict.com/guide/spanish-preterite-tense-forms
- https://www.spanishdict.com/guide/spanish-imperfect-tense-forms
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Language Learning Lab
Preterite in a story
Estimated time to complete this lesson: 60 minutes
This week, you will be exploring the preterite in Spanish (past tense) but before we delve into the grammar of it, we will re-visit a well-known children's story, but in Spanish: Goldilocks. With this story, you will practice reading out loud, try out your translation skills and explore some verbs in the preterite. You can access the story by clicking on the link below.
For this assignemnt, you will:
- Read the story to yourself in Spanish, and as you read each paragraph, try to translate its meaning in your head. Then, check your translation by clicking on the Translate? button which will show you the English translation. How close was your translation?
- Read out loud and record yourself reading the entire story so you can submit an audio link. Hint: you can first hear the story read by clicking on the Click play to listen button near the top of the story page. You do not have to record the story all at once!
- From the story, choose FIVE verbs in the past tense and submit them here as a numbered list with the English and Spanish version. Note: please include the accents. Also, please make sure the verbs you choose are in the past tense. You can use SpanishDict to check.
- Share a bit about your experience with this activity by addressing the steps above and share: Was it simple? challenging? fun? eye-opening? etc.
Please submit assignment in the appropriate submission area as a Word document or PDF.
SPANISH EXPERIMENT STORY: RICITOS DE ORO
Submit your work as a Word or PDF document in the appropriate assignment submission area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
When applicable: Please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio or Screencast-o-matic to record videos, and share the link.
When applicable: Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
Module 5: Grammar & Writing #2
Positive and Negative words
Estimated time to complete this lesson: 30 minutes
Positive and negative words in Spanish are useful to tell a story, ask questions, create requests, answer questions and much more.
- Watch the following video, and based on the video, list ALL the positive and negative words listed. (English and Spanish - text and audio)
- Then, choose three positive/negative sentence pairs from the video and submit them as a list in Spanish and English - text and an audio recording of you stating them. This will be a total of 6 sentences (3 with positive words with the 3 negative versions of the sentence)
- Create a positive/negative sentence pair that would be interesting and/or useful for you to know. Submit it as text and audio in English and Spanish.
- Please submit assignment in the appropriate submission area.
EXAMPLE
Positive sentence: Siempre hablo italiano. I always speak Italian.
Negative sentence: Nunca hablo italiano. I never speak Italian.
VIDEO
Additional Resources
BaseLang Lesson: https://baselang.com/blog/vocabulary/affirmative-and-negative-words-in-spanish/
Module 5: Culture
Literature (Magical Realism)
Estimated time to complete this lesson: 30 minutes
Now that you have a bit of experience with the past tense in Spanish, it might be time to expand our cultural knowledge with an introduction to a storytelling genre that is very important in Latin literature: Magical Realism. Watch the video on the following page.
Explica el libro y recomienda otro:
- After you watch the video, explain the significance of One Hundred Years of Solitude, and
- Recommend another book from a Latin author that is also part of this genre.
You will need first to know more about the genre, conduct some research and find one book that you would recommend to someone who wants to read this genre (from Spanish/Latin/Hispanic authors). State the title, author, a brief summary and WHY you recommend it. (in English, but Spanish also encouraged!)
- To learn more about this genre (not necessarily about Latin authors), visit this Thoughtco article.
- Please provide enough details and evidence from the video as well as your own thoughts.
- Submit responses in English only (Spanish version optional if you would like the practice).
Please submit your assignment in the appropriate submission area as a Word document or PDF
(Even though it is difficult to recommend a book you have not read, through your research, you should find enough information to make a recommendation of a Spanish-language book of this genre based on if you would be interested in the book)
Module 6: Overview
Introduce yourself and others
This Module, you will complete the following activities:
- Authentic Conversation (AC): Introduce yourself and others
- Grammar & Writing (G&W): Verb scavenger hunt
- Grammar & Writing (G&W): Verb contar
- Language Learning Lab (LLL): Tu cuento
- Culture: Tradiciones y celebraciones
Module 6: Authentic Conversation
Introduce yourself and others
Estimated time to complete this lesson: 45 minutes
Watch the following videos, and based on what you learned from the videos, imagine you and a friend are meeting someone new.
- For your original post, create a brief script where you introduce yourself by stating 3 things you might share upon first meeting someone.
- Following your own introduction, introduce your friend to the new person you just met. Use some of the phrases you learned from the video to introduce your friend and state 2 things about your friend as part of the introduction.
- Ask the ‘new person’ (classmate who will be responding to your post) TWO questions you might ask a person you just met
- Post your script as text and include an audio recording of you reading/saying the script (English and Spanish - please check your pronunciation with a tool such as SpanishDict)
- For your response post: Choose the post of at least one other student and think of yourself as the new person the student and his friend are meeting Respond to the post by answering the 2 questions the student posted (English and Spanish, text and audio - please check your pronunciation with a tool such as SpanishDict)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 6: Grammar & Writing #1
Verb scavenger hunt
Estimated time to complete this lesson: 60 minutes
Now that you have been using Spanish verbs for a while, it might be helpful to 'tie it all together' and 'works backwards' to better understand them. Using any of the online resources you have used in class (or any research you need to conduct) answer and explain the following:
- List the 20 verbs from the Babbel article below (English and Spanish - audio and text)
- List the 5 most important/useful Spanish REGULAR VERBS (for your Spanish goals and needs). Explain how they are useful for you.
- List the 5 most important/useful Spanish IRREGULAR VERBS (for your Spanish goals and needs) Explain how they are useful for you.
- State (audio) your top 5 regular and 5 irregular verbs (English and Spanish)
Please submit assignment in the appropriate submission area.
BABBEL ARTICLE: THE 20 MOST COMMON SPANISH VERBS
Module 6: Grammar & Writing #2
Verb contar
Estimated time to complete this lesson: 30 minutes
Contar is a versatile verb in Spanish and is helpful to know its uses change depending on context.
Become familiar with contar with some of the resources below.
Based on what you learned:
- List at least 5 possible uses/contexts for contar.
- Create one sentence using contar for EACH of the uses you listed.
Submit the list of uses of the verb as text only and your written sentence list in English and Spanish as audio and text.
Please submit assignment in the appropriate submission area.
SPANISHDICT TRANSLATIONS: CONTAR
YABLA LESSON: CONTAR
Additional Resources (Optional)
Module 6: Language Learning Lab
Tu cuento
Estimated time to complete this lesson: 30-60 minutes
A cuento or historia both mean 'a story'. Based on what you have learned in previous modules about the Preterite (past tense) and what you will learn about the Imperfect (in the article below), write a short story of at least five sentences (in Spanish and English) telling us about a moment in your childhood that had some sort of significance. Make it simple, make it short, but make the story impactful!
To guide you, the story should begin with Cuando tenía _____ años ... (When I was ___ years old). It should have a strong beginning, some sort of surprise element or conflict, and a resolution - all in a few short sentences (try for no more than 10!) It must have taken place in the past, and therefore, you will be using the Preterite and Imperfect throughout.
Below is a sample of a great example short story with all the proper elements.
Please submit in the appropriate submission area as a Word document or PDF.
- Preterite tense lessons (Optional, if needed)
Module 6: Culture
Tradiciones y celebraciones
Estimated time to complete this lesson: 60 minutes
No conversation about the past would be complete without talking about traditions and celebrations which still take place. Some of them include festivals, and some include food!
Watch the videos on the below about Spanish and Latin Traditions and Holidays
- Based on the videos, list at least one celebration from each video with a brief description for the celebration.
- From all the videos, share which you knew about and which were new to you.
- Conduct some research on your own and find one Latin or Spanish celebration not listed on the videos and which is interesting to you. Share the name and description of the celebration, why you chose it and the link where you found the information.
- Based on the new celebration you found and chose:
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
- What is the celebration?
- Where/when/why is it held?
- Why is it important?
- Why should your friend go with you?
- (Submit audio in Spanish only and your written script in Spanish and English)
- Create an audio recording, in Spanish, explaining the celebration as though you were trying to convince a friend to go with you! Be convincing!
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 7: Overview
Telling stories
This Module, you will complete the following activities:
- Authentic Conversation (AC): Tell me...
- Grammar & Writing (G&W): Prepositions
- Grammar & Writing (G&W): Animate your cuento
- Language Learning Lab (LLL): Escucha (Listen)
- Culture: Culture and language through music
Module 7: Authentic Conversation
Tell me...
Estimated time to complete this lesson: 30 minutes
"Dime" (dee-meh) is a phrase which is often translated as "tell me", and "cuéntame" (coo-ehn-tah-meh) is a phrase which is also often translated as "tell me". You can learn more by clicking on the SpanishDict lesson below.
For this discussion, on the appropriate discussion area, post a question asking a classmate something using dime and one using cuéntame (Spanish and English, audio and text) for your response post, answer the questions of at least one other student (Spanish and English, audio and text)
SPANISHDICT LESSON: dime vs cuéntame
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Additional Resources (Optional)
Module 7: Grammar & Writing #1
Prepositions
Estimated time to complete this lesson: 30 minutes
Prepositions hold a privileged position as parts of speech in that they are a 'closed class'.
While prepositions are limited in number, they are important because they act as vital markers to the structure of a sentence; they mark special relationships between persons, objects, and locations. You will now, review some prepositions in Spanish but keep in mind, that their uses might be multiple and/or might change depending on context.
Access the Thoughtco article below, and record yourself reading all sentence examples for prepositions, in English and Spanish.
Submit an audio link. Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: SPANISH PREPOSITIONS
AS WITH ANY EXTERNAL SITE, PLEASE WATCH OUT FOR ADS AND BE CAUTIOUS NOT TO CLICK ON ANY ADS.
Module 7: Grammar & Writing #2
Animate your cuento
Estimated time to complete this lesson: 60-90 minutes
You may recall, in a previous module, writing a story about you in the past tense.
Now, you will complete you story following the steps below after you ensure everything is accurate as far as grammar, accents, punctuation, etc. by creating a slide show or video or some sort of animated book telling your story along with the text, audio and images.
Your story should:
- Be a Slide Show presentation (or animated video story, etc.) with audio of your story (think of each slide as a page in a book, each with its own text, image and audio)
- Story has text (in Spanish and English) that is easy to read, accurate and has been checked for grammar, accents, etc.)
- Story is illustrated with images that help illustrate the story and provide context (original photos, drawings, or images from the internet)
- Audio is of you reading, in both languages, and pronunciation is accurate (check with SpanishDict)
You could also use a video recording tool such as Screencastomatic to record your screen, video and audio all together. Before you submit, ask yourself: Is the final product one I am proud of? Would I enjoy looking, listening and reading this story?
Below is a link to a student example of a cuento/historia (it is possible sample audio may not be linked, but your story MUST have audio)
Please submit assignment in the appropriate submission area.
STORY EXAMPLE (MAY NOT HAVE AUDIO. YOUR SUBMISSION MUST HAVE AUDIO NARRATION IN SPANISH AND INCLUDE SPANISH AND ENGLISH TEXT)
Module 7: Language Learning Lab
Escucha
Estimated time to complete this lesson: 45 minutes
Let's practice listening and comprehension skills as well as re-visit the past tense with a 'scary' video story below.
- First, listen to/watch the video, and as you listen, listen for words, phrases you know/recognize and use context clues. You can take notes if you would like.
- Then, write a short summary of the video, by hand (English and/or Spanish) AND/OR take notes as you watch the video. Your summary might be limited, and that is OK!!!
- Keep the summary (it should be hand-written!) so you can compare it to the actual video content.
- Now, re-watch the video, but this time, click on the CC icon at the bottom-right of the video screen, and you will see the captions in English.
- Read the captions as you watch again and when done, compare the actual video content to your summary. How close were you? How much were you able to understand initially? What strategies did you use to understand?
- Submit your initial summary (upload photo/image of you summary sheet), answers to the above AND share how this experience went for you? Simple? Challenging? Frustrating? What did you learn?
Please submit each part in the appropriate submission area as a Word document or PDF.
Don't forget to submit an image/photo of your hand-written summary!
Module 7: Culture
Culture and language through music
Estimated time to complete this lesson: 30 minutes
Music provides great insight into a culture (including its past), to forge connections with others and can also help us with acquiring a language, in our case, Spanish.
- Please read about different Spanish musical genres with the FluentU About article below
- Based on the article, list the genres included and conduct some research to find either an article or a music video (from a credible source and appropriate for an academic setting) about ONE Latin Music genre of your choosing.
- Include the genre title, a brief description of the genre, why you chose it and include the link to the article or video.
- Find a video of a song in the genre you choose (as long as it is appropriate for a classroom setting) please share it as well to the appropriate submission area
Please submit your assignment in the appropriate submission area
FLUENTU ARTICLE: POPULAR SPANISH MUSIC GENRES
Additional Resources (Optional)
Module 8: Overview
Cierto o Falso (True or False)
This Module, you will complete the following activities:
- Authentic Conversation (AC): ¿Es cierto? (Is it true?)
- Authentic Conversation (AC): ¿Hablas español?
- Grammar & Writing: Verb creer
- Grammar & Writing: Adverbs
- Culture: ¿Lo puedes creer? (Can you believe it?)
Module 8: Authentic Conversation
¿Es cierto? (Is it true?)
Estimated time to complete this lesson: 30 minutes
¿Es cierto? On the appropriate discussion board, you will explore more about the past (preterite and imperfect) by doing the following:
- Post two factual, positive/funny/happy events that happened to you or you did in the past (recent or long ago) and one positive, happy event that is a lie (mentira) but that you would like to happen! In Spanish and English (audio and text) post your 2 truths and a lie.
- Please HIGHLIGHT the verbs that are in the past tense.
- Choose a post to respond to and for your response, indicate which is the lie (in Spanish and English - audio and text)
- Check your original post and confirm responses you received. Did your classmate guess correctly!? (text only, Spanish and English
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
SAMPLE POST
Module 8: Language Learning Lab
¿Hablas español?
Estimated time to complete this lesson: 30 minutes
Watch the short video below of students at a college campus being asked if they speak Spanish.
Based on the video:
- Would you be able to answer the questions? Some? None? Explain.
- List two questions from the video that would be useful for you to know how to ask and answer. Submit a written list AND audio of you reading/stating the questions (English and Spanish)
- List two responses from the video that would be useful for you to know. Submit a written list AND audio of you reading/stating the responses.
Please submit your assignment in the appropriate submission area.
Module 8: Grammar & Writing #1
Verb creer
Estimated time to complete this lesson: 30 minutes
Creer (kreh-ehr) is a useful verb in Spanish language, and it is used in a wide range of expressions that you'll use daily. It means "to believe" and can be used in many contexts, such as "I think that..."/"Yo creo que..."
Access a Thoughtco article below to learn more.
- Based on the lesson, list 5 used of the verb creer record yourself reading each sentence sample using the verb creer (English and Spanish) and submit your audio link.
THOUGHTCO ARTICLE: 5 WAYS TO USE CREER
Please submit assignment in the appropriate submission area.
Module 8: Grammar & Writing #2
Adverbs
Estimated time to complete this lesson: 30 minutes
You may not realize it, but in the past few modules, between reading or writing a story, you likely have encountered adverbs. Even if not, please do not worry as you will do so in this lesson.
Adverbs are words used to modify or describe verbs, adjectives, or other adverbs. An adverb can give information about time, place, manner, or number and answer questions such as:
- How?
- How long?
- How often?
- When?
- Where?
Please access the SpanishDict lesson to learn about adverbs in Spanish, and based on the lesson:
- List the different types of adverbs, how/when each type of adverb is used
- Record audio of you reading the adverbs list for each type of adverb.
- You can find the list by scrolling down the lesson page and looking at each section where it says 'List of adverbs of _________.'
- Hint: You can hear the proper pronunciation by clicking on the audio icon next to the words.
- You are welcome to record yourself repeating after the SpanishDict audio
SpanishDict Lesson: https://www.spanishdict.com/guide/spanish-adverbs
Submit your written list and link to your audio to the appropriate assignment submission area.
Additional Resources (Optional)
Module 8: Culture
¿Lo puedes creer? (Can you believe it?)
Estimated time to complete this lesson: 30 minutes
Can you believe it? The teen in the video you will watch below speaks 13 languages at varying levels of fluency. You are welcome to answer in English but Spanish as well encouraged!
Based on the video:
- List three new, useful or interesting facts you learned
- List three strategies that the teen uses to learn languages which you could incorporate to your studies.
- Did the video inspire you to continue learning Spanish? Other languages? Explain
- How might you (or not) change your approach to learning Spanish after viewing the video?
- What level of Spanish proficiency do you want to acquire? What would you consider your current level? Explain.
- How much (or little) has your Spanish proficiency increased since the beginning of this class? Are you happy with your progress? Explain.
Please submit your assignment in the appropriate submission area as a Word document or PDF (or as slides)
Module 9: Overview
QUÉ and CUÁL
This Module, you will complete the following activities:
- Authentic Conversation (AC): QUÉ and CUÁL (What and Which)
- Authentic Conversation (AC): More question words
- Language Learning Lab (LLL): Shadowing Practice
- Grammar & Writing (G&W): Relative pronouns
- Culture: Daily life in Spain
Module 9: Authentic Conversation
QUÉ and CUÁL (What and Which)
Estimated time to complete this lesson: 30-45 minutes
Learn about the important distinction between QUÉ and CUÁL by watching the video below.
Also, see some examples in context in this 123Teachme webpage. Note: The 123Teachme lesson has some great idiomatic, authentic expressions using both words!
Based on what you learned from the video in the appropriate Discussion Board area:
- Explain in your own words when QUÉ vs CUÁL are used.
- Post two questions to a classmate (you do not need to specify the classmate!) using QUÉ (in Spanish and English - audio and text).
- Post two questions to a classmate using CUÁL (in Spanish and English - audio and text).
- Choose one post to respond to and answer the questions the classmate asked (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 9: Language Learning Lab #1
More question words
Estimated time to complete this lesson: 30 minutes
While qué and cuál are the focus in this module, we will also revisit other question words.
Visit the Spanish Experiment lesson below.
Based on the lesson:
- Summarize in your own words the differences between Spanish and English questioning. (How questions are structured or formulated)
- Also, record yourself reading all Question words and/or phrases on the lesson page (English and Spanish)
- First, you will want to hear how they are pronounced which you can do by clicking on the 'play' icon.
Submit your summary and audio link in the appropriate submission area.
SPANISH EXPERIMENT LESSON: QUESTION WORDS IN SPANISH
Module 9: Language Learning Lab #2
Shadowing Practice
Estimated time to complete this lesson: 30-45 minutes
You will now use an engaging method to help your Spanish skills: Shadowing. You may have heard of the method of Shadowing as a strategy to increase your fluency in Spanish (or any language), but if not familiar with this method of increasing your Spanish fluency, the video below will explain what it is. Shadowing is sometimes difficult for beginners, but for this assignment, do give it a try!!!!
As you will learn from the video (approximate running time: 17 minutes) shadowing is a bit 'controversial' in the sense that some people feel it does not help the novice speaker. For this assignment, you will try our shadowing and see how/if it might be helpful for you by:
- Watch the video and list at least 3 advantages of the shadowing method that are mentioned in the video and describe the advantages and how they help. You will include this as part of your assignment submission.
- Choose ANY video/audio in Spanish you would like OR use the video below which is a lesson and spoken at a good speed. You could also choose a movie or TV show, YouTube videos in Spanish, authentic podcasts in Spanish, etc. However, if you feel your level is more 'beginner', you may want to find videos specific for beginning Shadowing or Repeating practice OR choose the video below. At the end of this page, you will find a simple video you can shadow
- While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
- Again, if you absolutely cannot Shadow, you can Repeat (Listen.Stop video. Repeat what you heard)
- Share a bit about your experience and the answers to the following:
- Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
- What was your experience like with shadowing? (Fun? Challenging? Stressful? Simple? Useful?)
- Based on this experience, do you think shadowing might (or might not) be a good way to increase your Spanish skills? Explain
- Submit your answers to the above AND some kind of audio/video proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
NOTE 1: You can slow down the speed on YouTube videos by clicking on the gear icon on the bottom of the video screen and choosing a slower speed but please try not to slow it down in order to get the full ‘shadowing’ experience!
NOTE 2: For those who may find the Shadowing method of practice frustrating, please note that the purpose of Shadowing is to help with the mechanics of the movement of the mouth, intonation, rate of speech etc. The purpose of Shadowing is NOT to understand what is being said.
If the videos you chose are too advanced, you can choose some slower or more basic videos and/or slow down the speed. With practice, students see a lot of improvement, so hopefully you will continue to give Shadowing a try with different videos at different speeds and levels.
Please submit assignment in the appropriate submission area.
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Video Resource for Shadowing
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Module 9: Grammar & Writing
Relative pronouns
Estimated time to complete this lesson: 30 minutes
A relative pronoun in Spanish introduces a clause that describes a previously mentioned noun. This noun can be a person, thing, place, possession, or amount. You see these in English all the time: “that, which, who, whom” and you’re fairly confident that you use them correctly, although you may wonder about “whom.” (Learn about these in this SpanishDict lesson)
One example in English would be: "That is the coat THAT I bought you." In English, unlike Spanish, we can drop the relative pronoun THAT as in: "That is the coat I bought you."
However, in Spanish we cannot drop them, and thus, they are essential in conversation.
Learn about relative pronouns by watching the video below, and:
- Explain Relative Pronouns
- List all the pronoun examples mentioned in the video in Spanish and English (text and audio)
- Choose THREE of the pronouns and create 3 original sentences using each pronoun in Spanish and English
- Record audio of yourself reading the sentences you created in Spanish and English
- Submit your written work and audio link (as always, please check your grammar, accents and pronunciation before submitting your work.)
Please submit assignment in the appropriate submission area.
Module 9: Culture
Daily life in Spain
Estimated time to complete this lesson: 30 minutes
Get to know daily life in Spain while learning more about qué and cuál ('what' and 'which').
Notice the different accents as they speak!
After you watch the video below:
- Describe the difference between qué and cuál (when/why is each used?)
- How do their uses (qué and cuál) differ between Spain and Latin America?
- List 5 new words (other than qué and cuál) from the video which were new and would be useful for you. Why would they be useful?
- Model the conversation in the video and create a short script of at least 10 lines based on you and a friend//family member during an outing to your favorite city/town. The script should have 5 lines for one character and 5 lines for the second character.
Note: You can play both parts, or you can find a willing friend or family member to play one of the characters.
Submit your answers to the questions, written script as well as audio link in both languages in the appropriate submission area as a Word document or PDF.
Module 10: Overview
SER and IR ('To be' and 'To go')
This Module, you will complete the following activities:
- Authentic Conversation (AC): SER and IR
- Language Learning Lab (LLL): More shadowing
- Language Learning Lab: Translating Using Context
- Grammar & Writing (G&W): Ser and Ir (past tense)
- Culture: World's most useful languages
Module 10: Authentic Conversation
SER and IR
Estimated time to complete this lesson: 30-45 minutes
On this discussion, in the approriate Discussion Board area, you will use the verbs SER and IR in tenses other than the present. Although you will learn more about the grammar behind these in an upcoming ask, here you will practice authentic conversation using the verbs.
To guide you, please visit this YABLA lesson about the past tense of SER and IR and watch the video below. As always, you are encouraged to use any resources available to you to check your grammar and pronunciation.
- From the article, explain the past tense for SER and iR
- State something you 'were' in the past with the verb SER.
- Ask a question that uses the verb SER in the past tense.
- State somewhere you used to go in the past with the verb IR.
- Ask a question that uses the verb IR in the past tense.
- Choose on post you will respond to and answer the question they posted.
- Include text and audio (English and Spanish for all posts) and bold the past form of SER and IR within
SAMPLE ORIGINAL POST
STATEMENT: De niña era buena estudiate. / I was a good students as a child https://voca.ro/1eaRuhLeHv3K
QUESTION: ¿Eras un/a buen/a estudiante cuando eras niño/a? / Were you a good student as a child? https://voca.ro/1sv4JIhL4Z6y
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 10: Language Learning Lab #1
More shadowing
Estimated time to complete this lesson: 30-45 minutes
This week, you will continue to use the Shadowing method to practice Spanish, but this time, you will shadow the video that is included here.
- While watching/listening to the video, record yourself SHADOWING FOR AT LEAST THREE MINUTES.
- If Shadowing is too difficult for you, you can use the 'Repeating' method. (With the Repeating Method, you listen, stop the video, and then repeat what you heard.) However, please note that Shadowing is not necessarity for understanding but more for the mechanics of speech (rate, speed, the way the mouth moves, etc.) which can only be improved with practice, so hopefully, you will at least try to Shadow! Note you can slow down the video speed which may help.
- Please try to shadow the entire video, but you only need to record 3 minutes.
- Submit some kind of proof of using the methods such as a Vocaroo recording of you shadowing/repeating the video for AT LEAST 3 MINUTES!
Please submit assignment in the appropriate submission area.
NOTE 1: You can slow down the speed on YouTube videos by clicking on the gear icon on the bottom of the video screen and choosing a slower speed but please try not to slow it down in order to get the full ‘shadowing’ experience!
NOTE 2: For those who may find the Shadowing method of practice frustrating, please note that the purpose of Shadowing is to help with the mechanics of the movement of the mouth, intonation, rate of speech etc. The purpose of Shadowing is NOT to understand what is being said.
Module 10: Language Learning Lab #2
Translating Using Context
Estimated time to complete this lesson: 30-45 minutes
For this task, you will try out translating first WITHOUT help and then WITH the help of online resources.
The goal here is NOT to have a perfect translation but to give you a sense of translating by using context.
This will help you for upcoming tasks where you will translate business documents.
You will first read the text you will find below the instructions. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!)
2. Create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS
3. Return to original and translate again. Did the translation get better? Explain.
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so?
- Submit ALL written translations, properly labeled as per the instructions above AND:
- Included with your translations document: Share how this process went for you: (1) How long did it take? (2) How accurate was your initial translation? (3) How did the translation improve after you increased your vocabulary by looking up the words? (4) Was this activity challenging? Simple? Fun? Useful? Explain
Please submit assignment in the appropriate submission area.
Translate the following
TITLE: 6 ejercicios que practica cada día la neurocientífica Wendy Suzuki para mejorar su fortaleza mental
Es raro imaginar la ansiedad como algo positivo. ¿Qué tiene de bueno sentirse nervioso y preocupado?
Según Wendy Suzuki, neurocientífica y profesora del Centro de Ciencias Neuronales de la Universidad de Nueva York, la ansiedad puede ser una buena emoción.
En lugar de luchar contra ella, Suzuki cuenta que durante su vida ha utilizado esa emoción para ser más productiva, más optimista, y, en última instancia, más resistente.
La investigadora —autora del libro Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion ("Ansiedad buena: aprovechando el poder de la emoción más incomprendida" en español, que se publica este mes)— se ha especializado en el estudio de la plasticidad del cerebro y los efectos transformadores del ejercicio físico en la salud mental y el desarrollo cognitivo.
Source where you can read the full artice: https://www.bbc.com/mundo/noticias-58442859
Module 10: Grammar & Writing
Ser and Ir (past tense)
Estimated time to complete this lesson: 30-45 minutes
Without stressing too much about the preterite and imperfect conjugations for SER and IR (as it takes a lot of time and practice to master these, and if you want to master them, you will need to practice more on your own!), it is still worth knowing about them as these verbs are essential in all tenses and highly irregular.
Watch the video below, and based on the video:
- Write all the conjugations for both verbs (you can replicate the tables from the video) and then
- Create one sentence for each conjugation for each verb. (For each of the verb conjugations, for each verb!)
- Submit your conjugations (typed by you and not copied and pasted from another source) as well as text and audio of your sentences (Spanish and English text and audio).
Please submit assignment in the appropriate submission area.
Module 10: Culture
World's most useful languages
Estimated time to complete this lesson: 15 minutes
Ever wonder if learning languages is all that useful?
Hopefully by now you agree Spanish is at least beautiful and fun!
Even if not, please watch the video below, by Drew Binski, who has completed a quest to visit every country in the World.
Based on the video:
- List all the 'most useful languages' mentioned in the video
- List the 2 reasons we must learn a few basic phrases of the language of the country we are visiting (or if we are around individuals from specific countries)
- State how/if learning Spanish is/would be useful for you for your career.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 11: Overview
Ojalá
This Module, you will complete the following activities:
- Authentic Conversation (AC): Ojalá
- Language Learning Lab (LLL): Visual glossary
- Grammar & Writing (G&W): Subjunctive mood
- Culture: Customs
Module 11: Authentic Conversation
Ojalá
Estimated time to complete this lesson: 30 minutes
The subjunctive (el subjuntivo) is one of the three moods in Spanish, the other two being the indicative and the imperative. The subjunctive is used to express desires, doubts, the unknown, the abstract, and emotions. You will explore it further in the grammar folder but meantime, you will learn about an unusual yet commonly used word in the subjunctive: ojalá (oh-hah-lah)
First, learn about the subjunctive with this Thoughtco article
Based on what you learn from the article about the subjunctive and research you will conduct about ojalá, create 3 sentences where it would make sense to use ojalá.
- Post your 3 sentences (in Spanish and English - audio and text)
- Please check your pronunciation prior to posting and remember the J sound in Spanish is like the H sound in English (as though we are laughing HAHA HEHE)
- Choose a post to respond to and comment on similarities or differences between the sentences/usages you each chose (in Spanish and English - audio and text)
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 11: Language Learning Lab
Visual glossary
Estimated time to complete this lesson: 60-90 minutes
Did you know that 90% of information transmitted to the brain is visual, and visuals are processed in the brain at 60,000 times the speed of text. In other words, we look at pictures and videos regularly and we consume them more quickly than we do text. That is why for this task, you will create a Spanish-English glossary of terms and phrases using Padlet or any other platform that allows for text and images (Google Slides, PowerPoint, etc.)
For this assignment:
- Based on your own need or interests, choose the 20 most useful phrases you feel are essential for you to know in Spanish AND create a Padlet OR Slides Presentation with those phrases.
- Create your own Padlet account, etc. and create one post for each of the phrases. Each post must include:
- The phrase correctly written in English and Spanish
- An image that illustrates or approximates the phrase or words
- Record audio of yourself reading the phrases in Spanish and English (hint: if you use Padlet, it allows for audio recording)
- Submit link to your Padlet or upload slides
Note: Padlet WILL let you upload images or choose images from the web. It also lets you record audio (you may have to start a different post on your board) or you can include a Vocaroo link.
Please submit assignment in the appropriate submission area.
Additional Resources (Optional)
Module 11: Grammar & Writing
Subjunctive mood
Estimated time to complete this lesson: 60 minutes
PART 1 of 2 (scroll down the page for Part 2)
Learn about the subjunctive mood in Spanish with the video and lesson below.
Based on the video:
- Explain the Subjunctive mood
- List 2 sentence examples (Spanish and English) from the video which show the subjunctive.
- Create 3 sentences that will be useful for you, using the subjunctive. (Spanish and English with audio and text)
- Explain how or why the sentences you created would be useful for you.
LESSON: https://baselang.com/blog/basic-grammar/spanish-subjunctive/
Part 2 of 2
Access the following SpanishDict Lessons on the Subjunctive mood to learn more, and record audio of yourself reading all the sample sentences from the lesson.
- SpanishDict Lesson 1: https://www.spanishdict.com/guide/spanish-subjunctive-mood
- SpanishDict Lesson 2: https://www.spanishdict.com/guide/using-ojala-with-the-subjunctive
Module 11: Culture
Customs
Estimated time to complete this lesson: 90-120 minutes
You may, in the future, have or seek opportunities to live and/or work abroad. If not, it is likely you will at some point work with individuals (either as co-workers, customers, etc.) from other countries or you may be in another country. For this assignment, we will concentrate specifically on the possibility that you might be working in Mexico or Spain and will be helping a new arrival from the U.S.
Learn about some 'customs' observed in Spain or Mexico by watching one or both of the following videos. Keep in mind, these are NOT rules but rather suggestions or information on certain peculiarities one might encounter in Spain, Mexico and in some Latin American countries as well.
- Using as a model what you learned on the video, in Spanish and English, create a 'script' telling a possible new arrival from the U.S. least FIVE things they should 'not' do in SPAIN or MEXICO that they should be aware of. You choose one country (SPAIN or MEXICO) to highlight to the new arrival from the US.
- Submit Text, in English and Spanish AND images to augment the text as though this was a hand-out you were tasked to share with the new arrivals Please keep the list fun, lively and positive! (also make sure to check grammar, gender agreement, accents, etc.)
- Then, based on your script create a video (or screencast or narrated slides) presentation ALL in Spanish as though you had been tasked to share this information with the new arrivals who will be working at your company. Therefore, make it engaging and as professional as possible while keeping in mind your audience/field. (Resources for video creation are in the content area below this assignment)
- Before you record and submit, please check your spelling, grammar and pronunciation with a tool such as SpanishDict
Please submit your script and presentation (with audio/video) in the appropriate submission area as a Word document or PDF (or as slides) with a link to the audio or video (Please do not upload audio or video files and only submit a link)
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Resources that might be useful
(DO NOT PAY FOR ANY OF THESE. THEY SHOULD ALL HAVE FREE VERSIONS)
Screencasting: Screencast-o-matic
Online Whiteboard to also create video lessons: EduCreations
YouTube Video Privacy Settings (to make Unlisted)
Narrated PowerPoint How-To (often you have access through your college Microsoft Office 365 account)
Module 12: Overview
El futuro (The future)
This Module, you will complete the following activities:
- Authentic Conversation (AC): Future goals
- Language Learning Lab (LLL): Háblame de ti
- Language Learning Lab (LLL): Job letters
- Grammar & Writing (G&W): Informal and Simple future
- Culture: A job interview in Spain
Module 12: Authentic Conversation
Future goals
Estimated time to complete this lesson: 30 minutes
Since this module, we will explore the future tense in Spanish, a good place to start is with authentic conversation about future goals. To prepare for the Discussion Board:
- Watch the following video, and based on the video state 3 goals the interviewees shared (Spanish and English - audio and text)
- State three future goals you have (in Spanish and English - audio and text)
- Ask a question of a classmate (a general classmate OR a specific classmate!) relating to a specific goal a typical student might have (in Spanish and English - audio and text)
- Respond to the question in a post of at least one other student AND make sure to address any questions that were addressed to you! (in Spanish and English - audio and text)
As always, please check your grammar and pronunciation with a tool such as SpanishDict
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 12: Language Learning Lab #1
Háblame de ti
Estimated time to complete this lesson: 60 minutes
In addition to daily conversation, in the future you may encounter (or have already encountered) academic or work situations where you were asked something along the lines of "Tell me about yourself". So we can expand upon the typical basic conversation in Spanish in this project, you will explore how you might answer this question at a job interview (in Spanish!)
One type of question that you can almost count on during a job interview is: Háblame de ti (Tell me about yourself)
This question allows the interviewer to hear a short, summed up version of your background and skills, and it gives them insight into what experience and qualifications you think are most relevant to the position you’re interviewing for.
It will be that question (or one along those lines) that you will answer in this assignment, in Spanish!
- In ONE minute, record yourself (audio or video) answering this question as though you were in an actual interview in Spanish for a job you might actually apply for or an ideal job you would like.
- Submit a link to your 1-minute Spanish audio and a written script in Spanish and English along with the Job title you are applying for.
NOTE: As you will learn from the resources below, this interview question is NOT the time to talk about your personal life but rather to present to the interviewer your professional background and what you 'bring to the table' (how would the company benefit from hiring you)
Please submit assignment in the appropriate submission area.
INDEED ARTICLE: HOW TO ANSWER "TELL ME ABOUT YOURSELF"
Module 12: Language Learning Lab #2
Job letters
Estimated time to complete this lesson: 60 minutes
Now that you have learned how to answer the "Tell me about yourself" job interview question, let's practice writing skills in Spanish with a Cover Letter for an ideal job you would apply for.
- First, read the article below from ThoughtCo and learn more about formal Spanish for business communications with the video below the article about written communications in Spanish. Notice the greetings and closings which are different (and many not have a literal translation between English and Spanish.
- Conduct a search on jobs of interest to you and choose one job posting that you would apply to.
- Then, watch the video below and visit this Jobseekers webpage to learn about writing resumes in Spanish and essential vocabulary for job applications. (As always, be mindful of ads in these types of sites, be careful not to click on anything and do not sign up for anything!)
- Using what you learned, write a cover letter in Spanish (with an English version) applying for the job.
- Submit your letter as a document in both languages. Include proper greetings, closings and if needed, learn how to properly write dates in Spanish.
- Include the job posting title and link for the job for which you created the application letter.
Please submit assignment in the appropriate submission area.
THOUGHTCO ARTICLE: HOW TO WRITE BUSINESS AND PERSONAL LETTERS
VIDEO
Module 12: Grammar & Writing
Informal and Simple future
Estimated time to complete this lesson: 45 minutes
There are two ways to form the future tense in Spanish: the informal future (ir + a + infinitive) and the simple future (el futuro simple). The simple future, unlike the informal future, is expressed in a single word. The Spanish simple future is used to talk about what will or shall happen.
To learn more, please visit the SpanishDict lesson below to learn about Informal and Simple future and also watch the video.
- Explain the uses and differences between the Informal and Simple future
- Record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SPANISHDICT LESSON: SIMPLE AND INFORMAL FUTURE
VIDEO
Module 12: Culture
A job interview in Spanish
Estimated time to complete this lesson: 45 minutes
For this assignment, we will continue with the topic of Spanish for the workplace.
You will watch a short video of a job interview conducted entirely in Spanish, with some strategies in English. Notice the accent!.
- First, watch the video and write a list of 20 words/phrases that were new for you. Submit the list in English and Spanish.
- Then, you will shadow (or use the 'repeating' method, if that works out better for you!) for the interview portions of the video and submit an audio recording of your shadowing exercise.
- Whether you shadow or repeat, you can slow down the YouTube video speed if needed.
- Share how the process went for you. Did it help you acquire some vocabulary for workplace interview? Improve your pronunciation? Was it challenging? etc.
Please submit your assignment in the appropriate submission area as a Word document or PDF
Module 13: Overview
Comunicación (Communication)
This Module, you will complete the following activities:
- Authentic Conversation (AC): How to ask and answer "Cuéntame"
- Language Learning Lab (LLL): Work communications (translations)
- Grammar & Writing (G&W): Résumé
- Grammar & Writing (G&W): Future Perfect
- Culture: High and Low-Context Cultures
Module 13: Authentic Conversation
How to ask and answer "Cuéntame"
Estimated time to complete this lesson: 45 minutes
This module, you will explore a casual type of conversation that involves talking to a friend or family member and asking them and which you may recall from a previous module: Cuéntame.
While not a proper question in the sense that it does not have question marks, cuéntame is the equivalent of asking someone to tell you what has been going on with their life or around them, about a place, etc. Essentially, it prompts a response in a sort-of story telling of recent or past events, future plans, about places, etc. depending on the context.
For this discussion board, in the appropriate submission area, you will ask a classmate to ‘tell you a short story’ about something in their life - it is not intended to be a long story but rather an explanation in story form (just like in English when you and someone are talking and someone asks: "So, tell me about..."
- You could pose questions such as Cuéntame algo acerca de tus estudios (tell me something about your studies) or Cuéntame acerca de tu ciudad (tell me about your town/city), etc.
- You decide what to ask a peer, and as a peer response, you will actually answer the question!
- Please respond to the post of at least one other student.
- All original and response posts must include text and audio in English and Spanish.
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 13: Language Learning Lab
Work communications (translations)
Estimated time to complete this lesson: 45 minutes
As we approach the end of the course, it is important to explore written communications that relate to work since Spanish is a useful skill in many professions. It is also a good idea to translate using context clues since, if you have not figured it out already, one cannot translate any language word-for-word and expect an accurante translation.
For this assignment, you will first try to translate a document from Spanish to English WITHOUT using a translation platform. The goal is NOT an accurate translation but rather for you to give translation a try!!!
After you attempt translating on your own, you will check your translation with a tool such as Google Translate, SpanishDict and DeepL.
Detailed instructions are below.
Please submit assignment in the appropriate submission area.
Assignment Instructions
- Visit the webpage below, and from the list of sanple letters in Spanish, choose ONE sample business letter that might be most useful/interesting/simple for you to translate into English.
- You will need to scroll down past the sample greetings, etc. in order to find the actual letters to translate. Also, the English versions are provided, so please try your best NOT to read them until you tried your own translation!
- Choose ONE letter/document in Spanish and translate it WITHOUT a translator app. Type it so you can use it it on a next step. Do not worry about accuracy at this point - just try your best with what you know, even if it is not much. (Title this translation OT)
- Then, type the Spanish version into Google Translate AND SpanishDict AND DeepL to obtain an English translation from each platform. (Title the Google Translate translation GT, the SpanishDIct translation SDT, and the DeepL Translation DL)
- How close are the 4 translations? (yours, Google Translate, DeepL and SpanishDict?) How was this process for you: what did you learn? challenges? simple? useful?
- Submit the 3 translations and answers to the question above.
Webpage: https://baselang.com/blog/vocabulary/write-a-letter-in-spanish/
Module 13: Grammar & Writing #1
Résumé
Estimated time to complete this lesson: 60-90 minutes
Writing a Résumé (sometimes also known as CV - depending on the profession) is an important skill no matter what the language!
Since this is a Spanish class, you will create a resume in Spanish. Access the external links below to learn more about this skill and then create a resume in Spanish for a future (or dream) job that you might want to pursue. You may want to first create it in English and then translate it into Spanish.
Expatica: Finding a Job Resume in Spanish (Please note: Photos in a resume are no longer a practice - do not include!)
- In your submission, include a job posting and/or detailed job description for the job you are 'seeking'
- Submit a properly-formatted, professional-looking resume, in Spanish, as a Word of PDF file.
Module 13: Grammar & Writing #2
Future Tense
Estimated time to complete this lesson: 30 minutes
The simple perfect tense is used to describe what will happen in the future. You have learned a bit about this tense in a previous module, and here you will review and learn more.
- Please visit a Spanish Dict lesson which you can access below to learn more about the Future tense. Also, please watch the short video.
- Then, complete the Comprehensive Review activity. Submit a screenshot at the end of the activities as proof of completion.
Please submit assignment in the appropriate submission area.
SPANISHDICT LESSON: https://www.spanishdict.com/guide/simple-future-regular-forms-and-tenses
COMPREHENSIVE REVIEW: https://www.spanishdict.com/lessons/102?lesson_start_source=grammar%20article%20lesson%20name
VIDEO
Module 13: Culture
High and Low-Context Cultures
Estimated time to complete this lesson: 15-30 minutes
Learn a bit more about differences in cultures as far as how they communicate (and with 'how many' words!) .
Based on the videos below (and any extra research you need to conduct):
- Define high-context and low-context cultures
- Is the U.S. a high-context or low-context culture? Explain
- Are Latin American countries high or low context? Explain
- If you were to live, visit or work in a Latin American culture or with individuals from Latin America, what would you do in order to gain an advantage in business or make friends and establish trust? Use specific evidence from the video as well as your own opinion.
- Share links/resources where you got the information
Please submit your assignment in the appropriate submission area as a Word document or PDF.
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Module 14: Overview
TED Talks en Español y BBC Mundo
This Module, you will complete the following activities:
- Authentic Conversation (AC): TED Talks en español (share)
- Language Learning Lab (LLL): TED Talks en español (watch & summarize)
- Language Learning Lab (LLL): Translating LAS NOTICIAS using context
- Language Learning Lab (LLL): Reading LAS NOTICIAS
- Culture: Pronunciation and More
Module 14: Authentic Conversation
TED Talks en español (Share)
Estimated time to complete this lesson: 30 minutes
Visit TED en Español and choose two videos, in Spanish, with content that interests you.
- For this assignment, post to the appropriate DIscussion Board submission area and share the titles and links to your videos you chose AND the reason you chose those two videos.
Note: In an upcoming activity, you will do some work based on the videos you chose. You do not have to watch them for this discussion unless you have time or would like to.
You do not need to respond to the post of others but are encouraged to read the posts (and respond if you would like) to get some ideas of additional videos you may want to watch!
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 14: Language Learning Lab #1
TED Talks en español (watch & summarize)
Estimated time to complete this lesson: 60 minutes
If you have not done so already, go to TED Talks en Español and choose 2 videos to watch in Spanish.
Based on the videos you chose, share how your experience was watching the videos in Spanish.
- Did you watch both videos entirely? If not, why not?
- How much were you able to understand?
- Did you use the captions or transcripts? Did they help?
- Would you recommend watching these types of videos to increase Spanish skills? Why or why not?
- Share a brief summary of each video along with the title.
- Also, share the links to the videos you watched.
- Anything else you would like to share
Please be thoughtful and detailed in your responses. Use full sentences and paint a complete picture of how this process went for you.
Please submit your assignment in the appropriate submission area.
Module 14: Language Learning Lab #2
Translating LAS NOTICIAS using context
Estimated time to complete this lesson: 60 minutes
Please visit BBC Mundo and take a look around. Choose one article in Spanish that is good news. Based on the BBC Mundo article in Spanish you chose (It must be about POSITIVE/GOOD news!) you will translate the TITLE of the article and TWO paragraphs of your choosing.
You will try out translating first WITHOUT help and then WITH the help of online resources. The goal here is NOT to have a perfect translation but to give you a sense of translating by using context! You will first read the text you will find at the end of this page. Then:
1. Translate the text to English WITHOUT using any apps - title this translation NO APP TRANSLATION (remember the goal is not an accurate translation but for you to give translation a try!) SAVE THIS TRANSLATION TO TURN IN! MISTAKES ENCOURAGED - TRY IT ON YOUR OWN WITHOUT ANY HELP!
2. After your initial translation, create a list of 10-20 words that you did not know and translate them using any of the resources you have (Linguee, SpanishDict, etc. - try to extend beyond Google Translate) - TYPE YOUR LIST IN BOTH LANGUAGES and title this translation NEW WORDS - SAVE THIS WORD LIST TO TURN IN!
3. Return to original text and translate again using the new words you looked up. Did the translation get better? - YOU CAN (BUT DON'T HAVE TO) TURN IN THIS TRANSLATION
4. Now, copy and paste (or type) the original Spanish text into translator app and compare YOUR TRANSLATION with the APP translation. Title this new translation APP TRANSLATION - SAVE THIS TRANSLATION TO TURN IN!
5. Compare translations - how close was your translation to the APP translation? Yours might be more accurate than the app, do you think so? ANSWER THIS QUESTION FULLY TO TURN IN! (Submit in the appropriate submission area)
Module 14: Language Learning Lab #3
Reading LAS NOTICIAS
Estimated time to complete this lesson: 30 minutes
Please re-visit the BBC Mundo article you previously chose, and record yourself reading the title AND at least 2 paragraphs in Spanish. Also, submit the link to the BBC article.
Submit your audio recording link in the appropriate submission area
Module 14: Grammar & Writing
Commands
Estimated time to complete this lesson: 30 minutes
There are many different types of Spanish commands (mandatos), or imperatives, including affirmative tú commands, negative tú commands, formal commands, nosotros commands
To learn more, please visit the SpanishDict lesson below to learn about commands in Spanish and also watch the video.
Then, record audio of yourself reading all sentence examples using the future tense from the lesson page (English and Spanish) and submit a Vocaroo link of the audio.
SpanishDict Lesson: https://www.spanishdict.com/guide/commands
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Module 14: Culture
Pronunciation and More
Estimated time to complete this lesson: 45 minutes
As we approach the end of the course, you might be wondering how much progress you have made and how you might continue to learning Spanish in ways that are meanigful to you.
To help you get started, please watch the following video which will address many of these things as well as provide you with an opportunity to informally see 'where you are' in Spanish at this point.
Based on the video, please answer the following questions.
- How many vowel sounds are there in the Spanish language?
- What are diphtongs? Explain and give 3 examples from the video (Spanish and English versions)
- What are some tips/strategies to pronounce the letter R?
- What is the difference between the verbs SER and ESTAR? What are the general rules for when each is used?
- Give at least two examples of words that sound feminine but are masculine and two examples of words that sound masculine but are femenine (include the ARTICLE that helps us male that distinction as well as the english version of the words)
- List 2-3 ways in which you might approach learning Spanish on your own differently than the way you have approached it until now (in class and on your own). If you would NOT change your approach, explain why.
Module 15: Overview
Adiós
This Module, you will complete the following activities:
- Authentic Conversation (AC): Saying Goodbye
- Language Learning Lab (LLL): Español todos los días (Spanish every day)
Module 15: Authentic Conversation
Saying Goodbye
Estimated time to complete this lesson: 15 minutes
Did you know? Adiós is Spanish for "goodbye" or "farewell".
Literally translated, the word is the contraction of "a" (to) and "Dios" (God), from the old Spanish phrase "A Dios vais" ("You're going to God", meaning to the Kingdom of Heaven), which appears in the novel Don Quixote.
Here, we will say adiós to the course and each other. Hopefully you have had an enjoyable time in this class, learned some basic Spanish language and culture as well as learned from and gotten to know some classmates.
- Please watch the video below to learn some alternatives to say goodbye in Spanish!
- On the appropriate discussion board area, you are also welcome to reflect upon your Spanish journey as well as say goodbye to classmates
Post to the appropriate Discussion Board area of your course's Learning Management System (Blackboard, Canvas, Moodle, D2L, Google classroom, etc.)
NOTE: IF YOU ARE POSTING TO A PADLET DISCUSSION BOARD, IN ADDITION TO THE PADLET POST, TO RECEIVE FULL CREDIT, PLEASE TAKE A SCREENSHOT (OR COPY AND PASTE POST TEXT) TO INCLUDE WITH THE REST OF THE MODULE SUBMISSION DOCUMENT WHERE YOU SUBMIT THE REST OF THE MODULE SECTIONS.
Use a tool such as Google Translate, Forvo, DeepL or SpanishDict to check your grammar and/or pronunciation.
If the post requires an audio file, please do not upload video or audio files. Instead, use a tool such as Vocaroo to record audio and share the link. Note: If the Discussion Board is in a 'Padlet', this platform has an audio recording function as well.
Module 15: Language Learning Lab
Español todos los días (Spanish every day)
Estimated time to complete this lesson: at least 15 minutes per day for 5 days + time to fill out the table.
So far throughout this course, you have used many different resources to help you increase your skills (shadowing, chatbots, talking to pets, translating recipes, etc.). You have also used resources for grammar, pronunciation, etc. such as SpanishDict, StudySpanish.com and more. In this assignment, you will continue implementing resources and strategies to learn Spanish.
The days do not have to be in a row but must total to at least FIVE days within the assignment/project timeframe.
To help you keep track, and for grade, each day, you will fill out one row for the table which you can access on the next page. The table below is part of what you will turn in as your assignment submission. You will also answer a set of questions which you will find below the table.
Note: Although you will receive credit for 5 days and the questions, please do not limit yourself to only 5 days!
NOTE: Please DO NOT repeat resources, platforms. This means, if you use Duolingo one day, you cannot use Duolingo another day, even if the lessons are different. If you SHADOW one day, you should not shadow another day, even if the content is different, etc.
Please submit assignment in the appropriate submission area.