Author:
Vanessa Botts
Subject:
Languages, World Cultures
Material Type:
Full Course, Module, Textbook
Level:
High School, Community College / Lower Division, Career / Technical, Adult Education
Tags:
  • Intermediate Spanish
  • Open Illinois
  • Spanish
  • spanish 3
  • spanish-3
    License:
    Creative Commons Attribution
    Language:
    Spanish
    Media Formats:
    eBook

    Intermediate Spanish I

    Intermediate Spanish I

    Overview

     This resource was designed for a Spanish student who has taken at least two semesters of college-level Spanish, two years of High-School Spanish or has some intermediate 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 third course in a series of college-level 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 Backboard, 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): Introductions and How Language shapes the way we think
    • Language Learning Lab (LLL): Planning for Success
    • Grammar & Writing (G&W): Regular and Irregular verbs review
    • Culture: Greetings Around the World

    Module 1: Authentic Conversation

    Introductions and How Language Shapes the Way We Think

    Estimated time to complete this lesson: 45 minutes

    Building a community is important in any class, but especially in an online class.

    1. On the appropriate discussion board area of the course, we will get to know each other, but we will do so in Spanish.
    2. In English and Spanish, 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. 
    3. Based on the video below, How Language shapes the way we think, share 3 new or interesting facts you learned and share how/if the video changed the way you view/think of language and language learning. You can do so in English, Spanish or both.

    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.

    How language affects the way you think

     

     

    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 on the next page, and based on the videos below, answer the following questions:

    1. Based on the What happens to your brain when you learn a new language, what are three benefits of language learning?
    2. Based on the How to practice effectively video, list three strategies that can be used to learn a new language.
    3. Which two strategies from the Thomas Frank video would be most useful to you?
    4. Based on the How to Practice Effectively, what are 2 strategies you could apply to learning Spanish and this class? Please explain.
    5. Please share your goals for learning Spanish (personal, professional, travel, daily life, etc.)

    You can choose to submit in English, Spanish or both.

    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.)

    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.

    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.

    What happens to your brain when you learn a new language

     

     

    How to manage your time

     

    How to stay productive

     

    How to practice effectively

     

    Module 1: Grammar & Writing

    Regular and Irregular Verbs Review

    Estimated time to complete this lesson: 60 minutes

    Learn more and practice your skills with Regular and Irregular verbs review with an excellent Open Educational Resource: SpanishDict.com which you will access below.

    Read the lessons first, and then complete the activites.

    • Submit a screenshot(s) showing proof of activity completion.

    Watch the video, and based on the video:

    • List the 4 irregular verbs mentioned along with one sample sentence for each. (English and Spanish as audio and text)

    Click below to access the lesson and activity.

     

    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.

     

    Video

    Irregular Verbs

     

     

     

    Module 1: Culture

    Greetings Around the World

    Estimated time to complete this lesson: 30 minutes

    ¿Lo sabías? (Did you know?) In Latin American countries and Spain, it is common to greet with a kiss on the cheek!

    Of course, greetings also consist of spoken words...Learn a few of those with the short videos below.

    1. From each video, choose your saludo favorito (favorite greeting)
    2. In Spanish and English (as audio and text), state the countries of your saludo favorito, explain the greetings and why each is your favorite.

    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.

    Greetings
    Greetings in 12 Countries

     

    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 present tense
    • Grammar & Writing (G&W): Review of preterite and imperfect
    • Culture: Difference between Latino and Hispanic

    Module 2: Authentic Conversation

    Let's continue to get to know each other (with audio!)

    Estimated time to complete this lesson: 60 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.

    1. First, watch the YouTube videos below with more advanced greetings in Spanish. Notice the difference between formal and informal speech.
    2. 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 as audio and text, in English and Spanish.
      • Your original post should be at least 5 full sentences.
    3. As part of the Module submission (not on the Padlet) share 2 new or useful phrases from each video (English and Spanish - 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.

    Formal and informal greetings

     

    Spanish Greetings

     

    Module 2: Language Learning Lab

    Pronunciation review

    Estimated time to complete this lesson: 45 minutes

    You may already be familiar with Spanish pronunciation, however, there are certain sounds that are often confusing, even for more advanced speakers.

    1. Watch the video below for a review on how to pronounce certain letters that are often difficult to pronounce.
    2. Based on what you review from the video:
      1. What is the IPA?
      2. How many distinct sounds are there in Spanish?
      3. Write down at least 5 vocabulary Spanish words presented/listed/pronounced on the video AND record audio of yourself reading the words, using the proper pronunciation. Also submit the words list. Your list should have no less than 5 words.

    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.

    Spanish pronunciation

     

    Module 2: Grammar & Writing

    Review SER y ESTAR present tense 

    PART 1 of 2 - Make sure to scroll down the page for Part 2

    Estimated time to complete both parts of the lesson: 60-75 minutes

    SER and ESTAR (to be) are essential verbs in Spanish. To review how to use them, start with a SpanishDict lesson and then, watch the following video about the verbs.

    1. Based on the lesson, explain how each of the verbs are used. Submit your text explanation.
    2. Record audio of you reading/stating each of the example sentences (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
    3. Based on the video, submit a written and audio list of 4 phrases or sentences using the verbs in different contexts.

    Submit your written answers and list AND include audio link (you can use Vocaroo to record)

    SPANISHDICT LESSON: https://www.spanishdict.com/guide/ser-vs-estar

    VIDEO LESSON

    Ser and Estar

     

    Review of preterite and imperfect (Part 2 of 2)

    The preterite and imperfect tense is important so you can talk and understand the Past Tense in Spanish.

    To review how to use them, start with a SpanishDict lesson and activity which you can access it by clicking on the titles below). Also, please watch the video.

    Read the lesson first, and then complete the activity.

    • Submit a screenshot showing proof of activity completion.
    • Based on the lesson and video, briefly explain the Preterite and Imperfect tense and when to use each.

    Click below to access the lesson and activity.

     

     

    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.

     

    Preterite and Imperfect

     

    Module 2: Culture

    Difference between Latino and Hispanic

    Estimated time to complete this lesson: 60 minutes

    In addition to learning the language (and to aid in more authentically understanding it) it can be helpful to also learn about culture.

    Based on the videos below, you will describe, in full sentences and with enough detail and evidence from the videos, English and Spanish (as audio and text)

    1. The difference between Spanish, Latino and Hispanic (and any other terms worthy of note)
    2. What did you learn about the difference in terms that was most interesting, useful or surprising to you?
    3. Why might it be important to be aware of the difference in terms (Spanish, Hispanic and Latino)

    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.

    Hispanic, Latino, Spanish

    .

    Latino or Hispanic

     

    Latino, Hispanic, Spanish

     

    Module 3: Overview

    What do you like to do?

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): ¿Qué te gustaba hacer?
    • Authentic Conversation (AC): ¿Qué te gusta hacer? (at work)
    • Language Learning Lab (LLL): Confusing palabras
    • Grammar & Writing (G&W): Hacer (+ tiempo) y gustar
    • Culture: Chronemics

    Module 3: Authentic Conversation

    ¿Qué te gustaba hacer?

    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 by talking about hobbies and what we USED TO like do during our free time!

    First, watch the videos below about hobbies and the past tense.

    1. Based on what you learned from the videos you will submit an original introductory post about what you USED TO like do during your free time. List at least 3 things, in full sentences.  Also, post 2 distinct questions to your classmates to help you learn more about their past.
    2. Respond to the questions on the post of 2 others in the appropriate submission area of the course.
    3. 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.

    Hacer, querer, venir

     

    Verbs like gustar

    Module 3: Language Learning Lab

    Confusing palabras

    Estimated time to complete this lesson: 60 minutes

    Read the Thoughtco article on titled Confusing Spanish words below to learn about some often-confused pairs of words.

    1. Based on the article, choose FIVE SETS of words that, given your current or future professional,  academic or daily life situation might cause negative issues if used incorrectly (offend someone, cost money, inaccurate essential information, etc.)
    2. Based on the words you choose, create one sentence (for each word from each set, for a total of 10) in Spanish and English with text and audio of you stating the sentences.
    3. Explain why or how using the wrong version of each of these words could create issues.

    THOUGHTCO ARTCICLE: https://www.thoughtco.com/two-dozen-confusing-spanish-words-4078814

     

    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

    Confusing words

    .

    Ahorita

     

    Module 3: Grammar & Writing #1

    ¿Qué te gusta hacer? (at work or school)

    Estimated time to complete this lesson: 60-90 minutes

    Learn more about gustar and similar verbs in the SpanishDict lesson and video which you can access below.

    Based on your current or future professional situation:

    1. Read the SpanishDict lesson and complete the related activity
      • Submit a screenshot of the final screen as proof of completion
        • Note that you can hover over the activity sentences to see the English translation.
    2. State your current or future profession in English and Spanish
    3. Create a set of FIVE sentences of work-related tasks you LIKE/WOULD LIKE to do -
      • Use other alternatives to ME GUSTA verbs from the lesson or video for at least 2 of the sentences.
      • Submit a written list and audio of your sentences in English and Spanish
    4. Create a set of FIVE sentences of work-related tasks you DO NOT LIKE/WOULD NOT LIKE to do.
      • Use other alternatives to NO ME GUSTA verbs from the lesson or video for at least 2 of the sentences.
      • 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 to also use verbs other than GUSTAR)

    Current Profession: Maestra - Teacher

    • Me ENCANTA trabajar con los estudiantes. I LOVE working with the students
    • ODIO ir a las reuniones. I HATE going to meetings

    SPANISHDICT LESSON: https://www.spanishdict.com/guide/verbs-like-gustar

    SPANISHDICT ACTIVITY: https://www.spanishdict.com/lessons/140?lesson_start_source=grammar%20article%20lesson%20name

     

    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 #2

    Hacer (+ tiempo)

    Estimated time to complete this lesson: 60 minutes

    Please visit a SpanishDict lesson and activity which you can access it by clicking on the titles below. Also watch the video.

    • Read the lesson first, and then complete the activities by clicking on each of the lesson titles under Time Expressions with Hacer. Submit a screenshot(s) showing proof of completion.

    Click below to access the lesson and activity.

    • SPANISHDICT LESSON AND ACTIVITIES

    • Then, watch the video, and based on the video, explain the uses of HACE + tiempo and share 2 sample sentences from the video (English and Spanish as audio and text.)

    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.

    Hace + que

     

    Module 3: Culture

    Chronemics

    Estimated time to complete this lesson: 75 minutes

    Chronemics is the study of the use of time in nonverbal communication. Time perceptions include punctuality, willingness to wait, and interactions. 

    Part 1

    Learn about monochronic and polychronic cultures with this article: https://eprojectconsult.com/monochronic-vs-polychronic/

    1. Based on the article, state if the U.S. is generally mono or polychronic and why (Conduct additional research as needed) 
    2. State if you think/know if Latin America is generally mono or polychronic and why. Provide enough details and evidence to support your answer (Conduct additional research as needed)
    3. List 3 differences in mono and polychronic societies in the way they 'approach' time as it relates your current and future profession and explain how knowing these differences can be useful for you.
      • Your responses fot Part 1 can be in English, Spanish or both

    Part 2

    Watch the following videos to learn about how different cultures experience time.

    1. Based on each video, in English and Spanish (as audio and text) list 2 new or interesting facts you learned from each video.
    2. Submit your list and include enough evidence from each 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.

     

    Does time work differently in different languages?

    .

    How bilinguals perceive time

    .

    Module 4: Overview

    Routines

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Rutinas
    • Language Learning Lab #1 (LLL): Translate using context
    • Language Learning Lab #2 (LLL): Escucha (Listen)
    • Grammar & Writing (G&W): Reflexive Verbs review
    • Grammar & Writing (G&W): Preterite and Imperfect review
    • Culture: Routines in Spain

    Module 4: Authentic Conversation

    Rutinas

    Estimated time to complete this lesson: 60-90 minutes

    Watch the videos below to learn or review routines and reflexive verbs and visit the SpanishDict lesson. 

    Note: Listen for the different accents!

    Based on the conversations from the videos and lesson you will post to the appropriate submission area the following:

    On the Discussion Board:

    1. Create a script of a conversation of two or more people where you talk about dailys routine, including time (hours, days, season, etc.) The script should consist of at least 6 lines (3 for each of the people/characters speaking) and it should be in Spanish and English.
    2. 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.
    3. You can play the voice for both 'characters' in the recording OR you could ask a friend or family member to help
    4. Please submit your routine in English and Spanish as text and audio.
    5. Post the written script and audio link

    As a Module Assignment submission (submit with the rest of the Module work)

    1. Submit the script you shared in the Discussion Board
    2. Watch the videos below, and from each video, list 3 new or useful routine phrases and submit the written list and audio of you reading the phrases.

    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!

    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 c icon.

    • To view subtitles translated to any language, click on the c icon, then click on the c icon, click on ‘Auto-translate’ and choose the language you would like.

    To slow down the audio speed of a video, click on the c ​ icon, click on ‘Playback Speed’ and choose the speed.

    Daily routines

    .

    Routines

     

     

     

    Module 4: Language Learning Lab

    Translate using context (Beginner)

    Estimated time to complete this lesson: 60-90 minutes

    For this assignment, you will try out translating first WITHOUT help and then WITH the help of online resources. While simple, it will prepare you for upcoming translation exercises which will be more advanced.

    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 bottom 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!)

    2. After you translate on your own (without an app) Create a list of 10-20 words that you did not know and translate them using any of the resources you have (DeepL, 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.

    Translate the following

    En la escuela

    Hoy es día de clase. Como todas las mañanas Marcos se levanta con sueño. Hoy tiene clase de matemáticas, inglés y ciencia. Se viste, desayuna y comienza el camino hacia la escuela. Se encuentra con su amigo Pablo. Los dos van juntos a clase desde que eran pequeños y siempre que pueden quedan para jugar en el parque al fútbol, su deporte favorito. Su mesa está junto a la de Marcos y su mochila es muy parecida a la de Marcos.

    La clase de arte es la favorita de Marcos. Puede dibujar cosas bonitas y la hora pasa muy rápido. Hoy ha dibujado un caballo. Le ha quedado muy bien. Cuando terminan las clases Pablo y él se van juntos a casa. En el camino se encuentran con el alumno nuevo. Hablan un poco con él. Se llama Andrew y es de Estados Unidos. Es un chico simpático.

     

    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: Grammar & Writing

    Escucha (Listen)

    Estimated time to complete this lesson: 45 minutes

    Let's practice listening and comprehension skills with a video that showcases a basic routine.

    1. First, watch the video below, and listen for words, phrases you recognize and use context clues. Take notes by hand as you watch because you will write a summary later. You can stop and start the video as needed, but play it only in Spanish. LATER, YOU CAN TURN ON THE AUTO-TRANSLATE CAPTIONS, BUT THE FIRST TIME, PLEASE DO NOT USE THE ENGLISH CAPTIONS. HOWEVER, YOU CAN USE THE SPANISH SUBTITLES/CAPTIONS!!!
    2. Then, write a short summary of the video, by hand or typed (in English). If you are a beginner Spanish speaker, your summary will be limited, and that is OK!!!
    3. Keep the summary and notes (the notes should be hand-written!) so you can compare it to the actual video content.
    4. 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.
    5. 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?
    6. Submit your initial hand-written summary (upload photo, image of you summary sheet), answers to the above questions and share how this experience went for you? Simple? Challenging? Frustrating? What did you learn?

    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.

    My Daily Routine

    .

    Module 4: Culture

    Reflexive Verbs review (Part 1 of 2)

    Estimated time to complete this lesson: 45 minutes

    Make sure to scroll down the page to access Part 2 of this assignment

    Learn more and practice your skills about reflexive verbs in Spanish with a SpanishDict lesson and activity

    • Read the lesson first, and then complete the activity. Submit a screenshot showing proof of activity completion.

      Click below to access the lesson and activity.

    • SPANISHDICT LESSON

    • SPANISHDICT ACTIVITY

     

    Preterite and Imperfect review (Part 2 of 2)

    View the video below to review the past tense in Spanish and complete the lesson and activity below.

    • Based on the video, summarize the differences between the imperfect and preterite.
      • Then, choose one verb from the video and list the verb and its conjugations in both the preterite and imperfect.
    • Read the lesson first, and then complete the activity. Submit a screenshot showing proof of activity completion.

      Click below to access the lesson and activity.

       

    • SPANISHDICT LESSON

    • SPANISHDICT ACTIVITY

     

    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.

    Preterite and Imperfect

     

    Additional Resources(Optional)

    reflexives

     

    Module 4: Culture

    Breakfast Routines in Spain and Latin America

    Estimated time to complete this lesson: 30 minutes

    Watch the following video to learn about a traditional part of the daily routine in Spain (and many Latin American countries!) which is breakfast with coffee and some type of bread or fruit, unlike the U.S. where a typical breakfast can be a bit different.

    • Based on the video list 3 new or interesting Spanish phrases you learned.
      • Submit your list (English and Spanish) as text and audio.

    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.

     

    Desayuno

     

    Module 5: Overview

    The Subjunctive

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Ojalá
    • Language Learning Lab (LLL): Shadowing and Repeating
    • Grammar & Writing (G&W): Subjunctive
    • Culture: Cultural Differences between Latin America and the U.S.

    Module 5: 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 other activities but meantime, you will learn about an unusual yet common word in the subjunctive: ojalá. First, learn about the subjunctive with this Thoughtco article.

    Watch the video below, and if needed, conduct further research on ojalá, and based on your research, create 3 sentences where it would make sense to use ojalá.

    1. Post your 3 sentences (in Spanish and English - audio and text)
    2. 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)

    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)

    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.

    Ojala

     

    Module 5: Language Learning Lab

    Shadowing and Repeating

    Estimated time to complete this lesson: 60 minutes

    You will now use (or re-visit!) engaging and useful methods to help you increase your Spanish skills: Shadowing and Repeating. 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! If you are finding the process too difficult for you, try to find a simpler video and/or slow down the video speed. As a last resort, you can use the Repeating method, but only after giving Shadowing a fair try!

    For this assignment, you will try out both methods and see how/if they might be helpful for you by:

    1. Watch the following video and based on the video, describe the difference between shadowing and repeating. Then,
    2. Choose ANY video/audio in Spanish you would like
      • While watching/listening record yourself SHADOWING FOR AT LEAST TWO MINUTES
      • While watching/listening record yourself REPEATING FOR AT LEAST TWO MINUTES
        • If you feel your listening and speaking level are beginner, you may want to find a children's lesson or a video specific for basic shadowing or repeating.
    3. 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 and/or repeating might (or might not) be a good way to increase your Spanish skills? Explain
    4. 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!

    Please submit assignment in the appropriate submission area as a Word document or PDF.

    NOTE: The assignment may be the same (as far as instructions) as a previous (or future) assignment, but for this assignment you should try a different video (in case the video you first chose was too fast or too slow; you may want to choose a different subject matter, etc.) 

    You do not have to re-watch the video, if you already have done so for the previous assignment, but DO share a reflection of the Shadowing and Repeating experience this time!

    Shadowing and Repeating

    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

    Subjunctive

    Estimated time to complete this lesson: 30 minutes

    The subjunctive mood can be difficult, and as you will learn from the video below, it is often more of a 'native' speaker's way of expressing wishes, doubts, etc. in the sense, that even if you do not use it, you can still be understood.

    Nonetheless, it is worth exploring, and if you so wish, looking into it further. It can also be quite fun! You will explore it in other activities, but meanwhile:

    1. Watch the video, and based on the video, write a list of the subjunctive words and phrases mentioned. Then record yourself stating each.
      • Submit your written list and audio link.
    2. Read the following Thoughtco lesson, and based on the lesson, record audio of you reading each sample sentence, in English and Spanish, that uses the Subjunctive mood

    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.

    Subjunctive

     

    Module 5: Culture

    Cultural Differences between Latin America and the U.S.

    Estimated time to complete this lesson: 60-90 minutes

    Read the article from Abasto titled Cultural Differences between Americans and Hispanics and watch the video below:

    1. Based on the article and the video about cultural differences between the American and Hispanic Cultures, create an image-with-text artifact highlighting the five differences between both cultures you found most interesting. Include enough detail about these differences and conduct additional research if needed.
    2. You could create a Padlet, Google Slides, PowerPoint, Quizlet or you could create an infographic using the Canva platform. It does not matter what you use as long as you include the 5 differences with images to augment the text.

    ABASTO ARTICLE

    Below is a student sample of an exemplary presentation using Google Slides. Please DO NOT simply create yours based on this one - be creative and use original images and your own words:

    SAMPLE PRESENTATION

    Please submit your assignment in the appropriate submission area.

    Latino values

    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 6: Overview

    Job Interviews

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Job interview questions
    • Language Learning Lab: Strengths and Weaknesses
    • Grammar & Writing (G&W): Forms of Haber
    • Grammar & Writing (G&W): Written Communications
    • Culture: Honorifics

    Module 6: Authentic Conversation

    Job interview questions

    Estimated time to complete this lesson: 45 minutes

    In preparation for upcoming assignments relating to the topic of professions, job interviews, etc. Conduct some research (from credible sources) and find THREE questions that most job applicants can expect during a job interview. Your research should include the videos below.

    1. Post text and an audio recording of yourself asking the questions in English and Spanish as well as the link to the source where you found those questions.
    2. Respond to the post of at least one other student answering the interview questions as text and audio (English and Spanish) as though you were answering at an actual job interview!

    Note: Please make sure to listen/view other posts before you post so that you do not repeat the same questions!

    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.

    Helpful Resources

    How to Ace a Job Interview

    .

    YouTube Tips:

    • To view subtitles, click on the c icon.

    • To view subtitles translated to any language, click on the c icon, then click on the c icon, click on ‘Auto-translate’ and choose the language you would like.

    • To slow down the audio speed of a video, click on the c ​ icon, click on ‘Playback Speed’ and choose the speed.

    Trick interview questions

     

    Module 6: Language Learning Lab

    Strengths and Weaknesses 

    Estimated time to complete this lesson: 60- 90 minutes

    In job interviews, you may have, or will be asked something along the lines of "Tell me about your strenghts and weakness". In this assignment, you will explore how you might answer this question at a job interview (in Spanish!)

    1. Watch the videos below, and based on the video, share 2 new or useful Spanish phrases you learned from each video. Submit the phrases written in English and Spanish. Instructions on how to view English subtitles (if needed) are also below.
    2. 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.
    3. STATE 3 STRENGHTS AND 3 WEAKNESSES AS THEY RELATE TO WORK.
    4. Include the title or description of the job you are applying for in your submission as text (not in the audio) and submit your one-minute script as text in addition to the audio link.

    NOTE: As you will see/learn from the resource 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)

    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.

    NOTE: Video is in Spanish (notice the accent from Spain!)

     YouTube Tips:

    • To view subtitles, click on the c icon.

    • To view subtitles translated to any language, click on the c icon, then click on the c icon, click on ‘Auto-translate’ and choose the language you would like.

    • To slow down the audio speed of a video, click on the c ​ icon, click on ‘Playback Speed’ and choose the speed.

     

    Hablame de ti

    In Spanish (notice the Caribbean accent!)

    Hablame de ti

    In English:

    How to answer: "Tell me about yourself"

    .

     

    Module 6: Grammar & Writing

    Estimated time to complete these 2 lessons: 60 minutes

    Forms of Haber (Part 1 of 2)

    Haber is a versatile verb in Spanish and is helpful to know its uses change depending on context.

    Become familiar with haber with some of the resources below

    Based on what you learned:

    1. List at least 5 possible uses/contexts for haber.
    2. Create one sentence related to your job (current or future) using haber for EACH of the uses you listed
      • Submit your written sentence list in English and Spanish as audio and text.

    SPANISHDICT LESSON - HABER: https://www.spanishdict.com/guide/the-verb-haber

    VIDEO LESSON - HABER

    How to use HABER

    Written Communications (Part 2 of 2)

    In addition to speaking to communicate in Spanish, it is also useful to learn how to communicate in writing. Learn about different types of business and personal letters in the Thoughtco article: How to Write Personal and Business Letters in Spanish, and based on the article:

    1. List 2 possible Letter greetings listed that are formal enough to use on a business letter (Spanish and English). Please do not just copy and paste. Take the time to practice writing in Spanish and using the Typeit editor for accents, inverted question marks, etc.
    2. List 2 possible Letter closings listed that are formal enough to use on a business letter (Spanish and English) Please do not just copy and paste. Take the time to practice writing in Spanish and using the Typeit editor for accents, inverted question marks, etc
    3. Write a business letter for a situation you have or might be in, in Spanish and English, of at least five sentences (not including dates, greetings or closings - this means 5 sentences in the body of the letter AND the letter should also have dates, greeting and closing)
    4. Make sure to check your date in Spanish, greeting, closing, grammar, accents, punctuation, etc.
    5. Submit as a Word or PDF file

    Make sure you write the dates in Spanish properly! Click here for a link that will help.

    Note: Some ideas for letters include job application, college acceptance, writing to a colleague, a business Thank You letter, etc. You choose!

     

    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 6: Culture

    Honorifics

    Estimated time to complete this lesson: 15 minutes

    As you already know, in Spanish, there is a formal and informal way to address people, and honorifics are one such way.

    • Watch the video below to learn about honorifics, and based on the video, list 3 new or useful honorifics you learned and include a brief description of how/when each is used.

    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.

    Honorifics in Spanish

     

    Module 7: Overview

    Historias y cuentos

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Tell me...
    • Language Learning Lab (LLL): Escucha
    • Grammar & Writing (G&W): Prepositions
    • Grammar & Writing (G&W): Cuenta tu cuento
    • Culture: Literature

    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" (koo-ehn-tah-meh) is a phrase which is also often translated as "tell me" (similar to something like "Tell me about...") You can learn more by clicking on the icon below.

    1. For this discussion, post a question asking a classmate something using dime and one question using cuéntame (Spanish and English, audio and text).
    2. For your response post, answer the questions of at least one other student (Spanish and English, audio and text). The link below will help explain the verbs.

    To learn about how to use these words, please access the following resources:

    SPANISHDICT LESSON: HABLAR; DECIR; CONTAR

    VIDEO

    Decir, contar y hablar

    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 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 an intersting story about a popular TV show with the video below.

    1. First, listen to/watch the video, all in Spanish and as you listen, listen for words, phrases you know/recognize and use context clues. You should take notes of words, phrases or clues to the story.
      • For this portion of the assignment, you can use SPANISH subtitles but NOT English.
    2. 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!!!
    3. Keep the summary (it should be hand-written!) so you can compare it to the actual video content.
    4. 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.
    5. 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?
    6. 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 screenshot of your hand-written summary!

    Spanish story

    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 7: Grammar & Writing #1

    Prepositions

    Estimated time to complete this lesson: 45 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.

    PART 1

    1. Access the FluentU lesson below, and record yourself reading all sentence examples for prepositions, in English and Spanish.
    2. Submit an audio link.

    FLUENTU LESSON: The 23 Most Common Spanish Prepositions

     

    PART 2

    Read the lesson first, and then complete the activity. Submit a screenshot showing proof of activity completion.

    Click below to access the lesson and activity.

     

    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.

     

    Additonal Resources

    23 Prepositions

     

    Module 7: Grammar & Writing #2

    Cuenta tu cuento

    Estimated time to complete this lesson: 75-90 minutes

    A cuento (koo-ehn-toh) or historia (ees-toh-ree-ah) both mean 'a story' although historia could alsbe about actual events (does not always have to be!).

    1. Based on what you have learned previously about the Preterite and the Imperfect, 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!
    2. To guide you, the story should begin with Cuando tenía _____ años ... (When I was ___ years old).
    3. 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.

    Submit your written story with an audio link of you telling the story (English and Spanish)

    Please submit assignment in the appropriate submission area.

    SAMPLE CUENTO

     

    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 7: Culture

    Literature

    Estimated time to complete this lesson: 30 minutes

    Literature provides great insight into a culture, history and can also help us with acquiring a language, in our case, Spanish. The contribution to Literature of Hispanic and Latino authors is immesurable, and I encourage you to look into it further.

    For now, become acquainted with one of the most important genres of Hispanic literature: Magical Realism, and its most well known example with the video below.

    1. Based on the first video, explain Magical Realism and briefly describe the significance for literature of One Hundred Year's of Solitude.
    2. Choose one of the other videos and provide a short summary of the video as far as the author, genre and important works.

    Please submit your assignment in the appropriate submission area

    100 Years of Solitude

     

    CHOOSE ONE OF THE VIDEOS BELOW

    .

     

    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 8: Overview

    ¿Hablas español?

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): 100 palabras
    • Language Learning Lab (LLL): ¿Hablas español?
    • Grammar & Writing: Indicativo y subjuntivo
    • Culture: ¿Lo puedes creer? (Can you believe it?)

    Module 8: Authentic Conversation

    100 palabras

    Estimated time to complete this lesson: 45 minutes

    Would you believe that 100 Spanish words cover 50% of spoken conversation?

    Decide for yourself byreading  this THOUGHTCO ARTICLE: https://www.thoughtco.com/spanish-words-you-need-to-know-3079567

    1. After you read the article, create a set of FIVE ESSENTIAL phrases or sentences for your school, work or daily life using ONLY the first 100 words in the article.
    2. Submit the sentences in English and Spanish and explain:
      • Were you able to create complete sentences?
      • Did you have to add words? What type of words? (verbs, nouns, adjectives, etc)
      • Did you notice the translator app correct the grammar or not?
      • What type of words would you need to add to the 100-word list?

    You do not need to respond to the posts of others but are encouraged to!

    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 Resource (Optional)

    Note: These word list will be slightly different from the ThoughCo list. If you watch this video, you may want to think about which set of lists would be most useful for you OR if you should create your own list!

    100 most common Spanish words

     

    Module 8: Language Learning Lab

    ¿Hablas español?

    Estimated time to complete this lesson: 15 minutes

    Watch the short video below of students being asked if they speak Spanish at a college campus.

    Based on the video:

    1. Would you be able to answer the questions? Some? None? Explain.
    2. List three 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)
    3. List three responses from the video that would be useful for you to know. Submit a written list AND audio of you reading/stating the responses.

    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.

     

    Do you speak Spanish?

     

    Module 8: Grammar & Writing

    Indicativo y subjuntivo

    Estimated time to complete this lesson: 60 minutes

    Learn the difference between the indicative and subjunctive moods in Spanish (and gain some Spanish listening practice!) with the video and lesson below.

    • Based on the video, describe the difference between the indicative and subjunctive.
    • Also, write one sentence for each mood that was mentioned in the video. Submit your sentences as text in Spanish and English
    • Record yourself reading each sentence sample from the video (English and Spanish) and submit your audio link.
    • Based on the lesson, record yourself reading each sentence sample from the lesson page. You will see the sample sentences in grey boxes and will need to scroll down in order to see all of them in their different sections. Hint: You can listen to the audio provided by clicking on the sound icon and record yourself repeating after. It is OK if the lesson audio is part of your audio recording.

    SPANISHDICT LESSON: https://www.spanishdict.com/guide/subjunctive-vs-indicative-in-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.

    Indicativo y subjuntivo

    Module 8: Culture

    ¿Lo puedes creer? (Can you believe it?)

    (same as: ¿Puedes creerlo?)

    The teen in the video you will watch below speaks 20 languages at varying levels of fluency. Even if you have already watched it, please watch it again.

    Answer in English, Spanish or both!

    Based on the video:

    1. List three new, useful or interesting facts you learned
    2. List three strategies that the teen uses to learn languages which you could incorporate to your studies.
    3. Did the video inspire you to continue learning Spanish? Other languages? Explain
    4. How might you (or not) change your approach to learning Spanish after viewing the video?
    5. What level of Spanish proficiency do you want to acquire? What would you consider your current level? Explain.
    6. How much (or little) has your Spanish proficiency increased since the beginning of this class? Are you happy with your progress? Explain.

    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.

    Polyglot teen

     

    Module 9: Overview

    Antes and Después

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Antes  y después
    • Language Learning Lab (LLL): Shadowing Practice
    • Grammar & Writing (G&W): Por and para
    • Grammar & Writing (G&W):Present subjunctive with emotion
    • Culture: Life in Spain

    Module 9: Authentic Conversation

    Antes  y después

    Estimated time to complete this lesson: 30 minutes

    The words “before” and “after”  are pretty straightforward to use in English. In Spanish however, they translate into various expressions with different grammar structures.

    Read the article below to learn all about “after” and “before” in Spanish.

    Based on what you learn:

    1. Tell us something about you with 3 sentences using 3 different ANTES phrases. (adverb, preposition and conjunction) - (in Spanish and English - audio and text)
    2. Tell us something about you with 3 sentences using 3 different DESPUÉS phrases. (adverb, preposition and conjunction) - (in Spanish and English - audio and text)
    3. Post two questions to a classmate (you do not need to specify which classmate!) using ANTES
    4. Post two questions to a classmate using DESPUÉS - (in Spanish and English - audio and text)
    5. Choose one post to respond to and answer the questions the classmate asked (in Spanish and English - audio and text)

    READ THIS: SPANISH ACADEMY ARTICLE: BEFORE AND AFTER IN 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.

    Resources to help

    antes de

    .

    antes de

    .

    Module 9: Language Learning Lab

    Shadowing Practice

    Estimated time to complete this lesson: 30 minutes

    You will now (again) use an engaging method to help your Spanish speaking 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!!!!

    For this assignment, you will try our shadowing and see how/if it might be helpful for you by:

    1. Choose ANY video/audio in Spanish you would like. Hint: Movie or TV show on Netflix, YouTube videos in Spanish, authentic podcasts in Spanish, etc.
    2. While watching/listening record yourself SHADOWING FOR AT LEAST THREE MINUTES
    3. Share a bit about your experience and the answers to the following:
      1. Share the link to the source (audio, video, etc.) you chose to shadow and explain WHY you chose it.
      2. What was your experience like with shadowing? (Fun? Challenging? Stressful? Simple? Useful?)
      3. Based on this experience, do you think shadowing might (or might not) be a good way to increase your Spanish skills? Explain
    4. 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.

    NOTE: The assignment may be the same (as far as instructions) as a previous assignment, but for this assignment you should try a different video (in case the video you first chose was too fast or too slow; you may want to choose a different subject matter, etc.) You do not have to re-watch the video below explaining the strategies of shadowing and repeating, if you already have done so for the previous assignment, but DO share a reflection of the Shadowing experience with the video you chose to shadow this time!

    Shadowing and Repeating

     

    Module 9: Grammar & Writing #1 & #2

    Por and para (Part 1 of 2)

    Estimated time to complete this lesson: 30 minutes

    Learning the differences between por and para is often quite challenging, and with good reason. In Spanish, both por and para take on the responsibilities of not only for, but also by, on, through, because of, in exchange for, in order to, and several other prepositions and phrases.

    Read the article below, and based on what you learned:

    1. In your own words, explain how POR and PARA are used.
    2. List all the examples from the article using por and para in Spanish and English (text and audio)
    3. Create 3 original sentences using each POR and PARA in Spanish and English
    4. Record audio of yourself reading the sentences you created in Spanish and English
    5. Submit your written work and audio link (as always, please check your grammar, accents and pronunciation before submitting your work.)

    Present subjunctive with emotion (Part 2 of 2)

    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 often used to talk about emotions. Learn more by clicking on the lesson below, and based on the lesson, record audio of yourself reading all example verbs and phrases using the subjunctive.

    Hint: Before recording your audio, click on the speaker icon next to the word or sentence to hear how it is spoken.

    Please submit assignment in the appropriate submission area.

    NOTE: The examples you will record audio for can be found as you scroll down the linked page and are titled Examples. You can also hear the audio before recording (to help with pronunciation) by clicking on the speaker icon. See image below. 

    SpanishDict image of text to be recorded

     

    Additional Resource (Optional)

    Subjunctive

     

    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 9: Culture

    Life in Spain

    Estimated time to complete this lesson: 60 minutes

    Get to know life in Spain while getting some listening practice

    Note the accents as they speak!

    After you watch the video below:

    1. Describe the six customs discussed in the video (English and Spanish - audio and text)
    2. How do these differ from your life in the U.S.? (English and Spanish - audio and text)
    3. List 5 new words or phrases from the video which were new and would be useful for you. Why would they be useful? (English and Spanish - audio and text)
    4. Model the conversation in the video and create a short script of at least 10 lines based on you and a friend//family member as though your friend is from Spain and you are explaining customs/daily life in the U.S. 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 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.

     

    6 Things to Know when visiting Spain

     

    Module 10: Overview

    Getting Around

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Giving directions
    • Language Learning Lab (LLL): More giving directions
    • Language Learning Lab: Translating Using Context
    • Grammar & Writing (G&W): Venir vs Ir
    • Culture: World's most useful languages

    Module 10: Authentic Conversation

    Giving directions

    Estimated time to complete this lesson: 45 minutes

    Asking for directions is an essential skill which you will explore on this discussion. To get you started, watch the video below. Based on the video, list THREE new, interesting or useful phrases you learned from the video (in Spanish and English - audio and text)

    1. Based on the video, list THREE new, interesting or useful phrases you learned from the video and resource/lessons below (your list should be in Spanish and English as audio and text)
    2. Then, create three sets of questions you might ask someone if you are looking for directions in English and Spanish (you choose the places - use a possible place you might visit/need to get to OR have been to) PLEASE USE DIFFERENT QUESTION WORDS...EXTEND BEYOND "WHERE IS ____?"
    3. Post your questions as text and an audio link of you asking the questions in both languages.
    4. Respond to the post of other students by providing 'fictional' (audio and text in Spanish and English) directions/answers to the direction questions they posted!

    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.

     

    SPANISH EXPERIMENT LESSON: https://www.thespanishexperiment.com/learn-spanish/directions

    SPANISH ACADEMY LESSON: https://www.spanish.academy/blog/a-vocabulary-guide-to-giving-directions-in-spanish/

    Directions in Spanish

     

    Module 10: Language Learning Lab

    More giving directions

    Estimated time to complete this lesson: 30 minutes

    Based on the lesson below, learn more about giving directions. As you scroll down the lesson, you will see some exercises to complete, titled Exercise 1, 2 & 3.

    • Complete all 3 exercises by answering the questions/filling the blanks but submit your answers as complete sentences (not just the word or letter answer) in Spanish and English (you will need to translate!) as text and audio (the audio will be of you reading the sentences from the exercise in both languages).

    LATIN AMERICAN SPANISH CAFE LESSON - ASKING FOR AND GIVING DIRECTIONS

     

    Additional Resources

    SPANISH AND GO LESSON (CLICK ON TITLE TO ACCESS TEXT LESSON)

    VIDEO:

    Directions in 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.

    Module 10: Grammar & Writing

    Venir vs Ir

    Estimated time to complete this lesson: 30 minutes

    Without stressing too much about venir 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 the difference as these verbs are essential in all tenses and highly irregular.

    Watch the video below, and based on the video:

    1. Explain the difference between Venir and Ir
    2. Create one sentence for each verb in the present tense - English and Spanish, audio and text
    3. Create one sentence for each verb in the past tense - English and Spanish, audio and text

    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.

    Helpful reources: 

    https://www.thoughtco.com/conjugation-of-venir-3079724

    https://www.thoughtco.com/conjugation-of-ir-3079623

     

    VIDEO

    IR or VENIR

    Module 10: Culture

    World's most useful languages

    Estimated time to complete this lesson: 30 minutes

    Hopefully by now you agree learning Spanish is useful, but did you know it can be 'life changing'?

    Please watch the video on the next page by Olly Richards to learn more about the importance of Spanish and other languages as well!

    Based on the video:

    1. List the most useful languages mentioned in the video
    2. List some of the reasons mentioned in the video to learn languages
    3. State how/if learning Spanish is/would be useful for your career

    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.

    5 Most Useful Languages to Learn

     

    Module 11: Overview

    Las noticias

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Las noticias
    • Language Learning Lab (LLL): Reading the News
    • Grammar & Writing (G&W): Translation Platforms
    • Grammar & Writing (G&W): Commands (Mandatos)
    • Culture: Customs

    Module 11: Authentic Conversation

    Las noticias

    Estimated time to complete this lesson: 30-60 minutes

    Reading in Spanish is a great way to increase your comprehension skills, and reading the news also helps you stay informed. Please visit BBC Mundo (link on image below as well) which is a source of news in Spanish and choose one article that is of interest to you. The article must be about POSITIVE/GOOD news!

    1. Share the link to that article, a brief summary (in English and Spanish as audio and text) and tell us why you chose the article.
    2. Choose a post to respond to and comment on similarities or differences between the articles you each chose (in Spanish and English - audio and text)

    Note: Keep in mind, you will complete another assignment based on the article you chose.

    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.

    BBC Mundo

     

     

    Module 11: Language Learning Lab

    Reading the News

    Estimated time to complete this lesson: 30-60 minutes

    In the previous assignment, you chose one BBC Mundo article that was about good/positive news. If you have not completed the Authentic Conversation section, please refer to that section in this Module where you will find the needed background information to complete this assignment.

    Now, you will get some reading and speaking practice reading that article out loud in Spanish!

    • Record yourself reading the article out loud, and submit an audio link of your recording. You do NOT have to record all at once. You can create several, shorter audio files.
    • Somewhere in your submission, as text, include the name of the article and also the link to the articlr.

    Additional Resources (Optional)

    Reading out loud

    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 11: Grammar & Writing #2

    Commands in Spanish

    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.

    In this lesson, you will become acquainted with some of them, but since these are important for asking someone to do something, you should definitely spend some more time exploring these on your own!

    Access this SpanishDict lesson to become acquainted with commands in Spanish, and based on the lesson page:

    • Record audio of yourself reading all the sample sentences that use commands.
      • You should read the sentences in English and Spanish, and to help you with pronunciation, you can click on the audio icon next to each sample sentence to hear it pronounced.
      • To make things simpler, you can record yourself repeating after the SpanishDict pronunciation, and the SpanishDict pronunciation can be a part of your recording.

    SpanishDict Lesson: https://www.spanishdict.com/guide/commands

     

    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.

     

    The following is an example of what the phrases you will record will look like on the lesson screen. You will need to scroll down the SpanishDict lesson page to find all the sentences to record.

    Sample Lesson Screen

     

    Additional Resources (Optional)

    TU commands

    .

    USTED Commands

     

    Module 11: Culture

    Customs in Spain and Mexico

    Estimated time to complete this lesson: 90-120 minutes

    You may, in the future, have/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, and for this assignment, we will concentrate specifically on the possibility that these will be from Spanish-speaking countries in Latin America or Spain.

    Learn about some 'customs' observed in Spanish and Mexico by watching the videos below. Keep in mind, these are NOT rules but rather suggestions or information on certain peculiarities one might encounter in Spain (and in some Latin American countries as well)

    1. Using as a model what you learned on the video, in Spanish and English, create a 'script' telling a possible new U.S. arrival from a Spanish country of at least FIVE things they should 'not' do in the U.S. or that they should be aware of.
    2. 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.)
    3. Then, based on your script create a video presentation (either of you presenting or a slides screencast with you narrating) 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)
    4. Before you record/submit, please check your spelling, grammar and pronunciation with a tool such as SpanishDict

    Some platforms tools for video creation:

    • Screenpal

    • Vimeo

    • Canva

    • PowerPoint slides recorded presentation

    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.

    What not to do in Spain
    What not to do in Mexico

     

    Module 12: Overview

    El futuro profesional

    This Module, you will complete the following activities:

    • Authentic Conversation (AC): Future goals
    • Language Learning Lab (LLL): Háblame de ti
    • Grammar & Writing (G&W) #1: Job letters
    • Grammar & Writing (G&W) #2: Conditional Tense
    • Culture: A job interview

    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.

    1. Watch the following video, and based on the video state 3 future goals the interviewees shared (Spanish and English)
    2. State three future goals you have (in Spanish and English - audio and text)
    3. 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)
    4. 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)

    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.

    Future goals

    Module 12: Language Learning Lab

    Háblame de ti

    Estimated time to complete this lesson: 60 minutes

    In addition to daily conversation, you may encounter (or have 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: Tell me about yourself (Háblame de ti)

    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!

    1. Record yourself (audio or video) answering this question in Spanish in ONE minute, 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. Your Spanish audio should be as close to one minute as possible.
    2. Submit a link to your audio and a written script in Spanish and English along with the Job title you are applying for.

    NOTE: As you will see/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.

    Helpful Resources

    INDEED ARTICLE: HOW TO ANSWER "TELL ME ABOUT YOURSELF"

    VIDEOS

    Hablame de ti

    .

    Teel me about yourself

    Module 12: Grammar & Writing #1

    Job letters

    Estimated time to complete this lesson: 60-90 minutes

    Now that we 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.

    1. First, read the article below from ThoughtCo and learn more about formal Spanish for business communications and watch the video below.
      • Notice the greetings and closings which are different (and many not have a literal translation between English and Spanish.
    2. 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 learn about writing formal letters in Spanish such as job application letters.
    3. Using what you learned, write a cover letter in Spanish (with an English version) applying for the job.
    4. Submit your letter as a document in both languages. Include proper greetings, closings and the proper dates in Spanish.
    5. Submit an audio recording of you reading the letter in Spanish
    6. 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: WRITING PERSONAL AND BUSINESS LETTERS IN SPANISH

    Additional Resource (Optional)  INDEED ARTICLE: WRITING COVER LETTERS

    Writing Letters in 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.

     

    Module 12: Grammar & Writing #2

    Conditional Tense

    Estimated time to complete this lesson: 45 minutes

    Frequently, the conditional is used to express probability, possibility, wonder or conjecture, and is usually translated as would, could, must have or probably.

    Learn about this useful tense by accessing the resources below.

    • Based on what you learned from the lesson and video. Create 5 sentences that are realistic for your life, school or work using the conditional tense.Submit the sentences in English and Spanish, as audio and text.
    • From the SpanishDict lesson and activity: Read the lesson first, and then complete the activity. Submit a screenshot showing proof of activity completion.

    Click below to access the lesson and activity.

    VIDEO

    Conditional tense

    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 12: Culture

    A job interview

    Estimated time to complete this lesson: 30 minutes

    For this assignment, we will continue with the topic of Spanish for the workplace.

    You will watch a short video below of a job interview conducted entirely in Spanish..

    1. First, watch the video and write a list of 20 words/phrases that were new for you. Submit the list in English and Spanish.
    2. Then, you will shadow (or use the Repeating strategy) the Spanish interview portions of the video and submit an audio recording of your shadowing exercise.
    3. Share how the process went for you. Did it help you acquire some vocabulary for workplace interview? Improve your pronunciation? Was it challenging? simple? 

    Please submit your assignment in the appropriate submission area as a Word document or PDF

    A job interview in 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.

    Module 13: Overview

    Work Communications

    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): Adverbial Clauses
    • Grammar & Writing (G&W): Résumé
    • Culture: High and Low-Context Cultures

    Module 13: Authentic Conversation

    How to ask and answer "Cuéntame"

    Estimated time to complete this lesson: 30 minutes

    In this module, you will explore (or re-visit) a casual type of conversation that involves talking to a friend or family member and asking them: 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, 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..."). Ask three (3) questions that elicit a story-like response and that begin with Cuéntame

    • 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 ONE of the questions on 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.

    Additional Resources

    hablar, decir, contar

     

    Resource to help increase Spanish fluency (Optional)

    Improve Spanish speaking

     

    Module 13: Language Learning Lab

    Work communications (translations - advanced)

    Estimated time to complete this lesson: 60 minutes

    As we approach the last few modules in this class, 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.

    INSTRUCTIONS

    1. Visit  this Webpage: https://baselang.com/blog/vocabulary/write-a-letter-in-spanish/ which you can access by clicking on the underlined title, and from the list of letters/documents, choose ONE in Spanish that might be most useful/interesting/simple for you.
    2. Choose ONE letter/document in Spanish and translate it WITHOUT a translator app. Copy and paste it to a Word or Google doc 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)
    3. 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 SD, and the DeepL Translation DL)
    4. 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 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)

    Translation Strategies

     

    Module 13: Grammar & Writing #1

    Adverbial Clauses

    Estimated time to complete this lesson: 30 minutes

    Sometimes, a sentence might make its point perfectly clear, but still need a some extra description. When this is the case, we can use an adverb. However, sometimes, a sentence needs more than just an adverb. It needs more context to communicate the what, where, why, and/or how behind its main clause. In this case, you can follow the sentence up with another sentence or you can use an adverbial clause.

    These are often intimidating for Spanish students, but with time and practice, they truly are not that difficult.

    To get started learning about adverbial clauses, access the lesson below and watch the videos.

    Based on what you learn from the article:

    • Submit a list of the different types of adverbial clauses and briefly explain when/why each is used.
    • Record audio of you reading ALL sample sentences and phrases using the different adverbial clauses. (read them in both English and Spanish)
    • Based on the video, what does AAA Spaces stand for?

    Spanish Academy Lesson: https://www.spanish.academy/blog/all-about-adverbial-clauses-in-spanish/

    Adverbial Clauses

    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 13: Grammar & Writing #2

    Grammar & Writing (G&W): Résumé

    Estimated time to complete this lesson: 60-90 minutes

    Writing a resume (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!)

    Indeed: How to Make a Resume

     

    • 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.

    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)

    Creating a CV

     

    Module 13: Culture

    High and Low-Context Cultures

    Estimated time to complete this lesson: 30 minutes

    Learn a bit more about differences in cultures as far as how they communicate (and with 'how many' words!) Based on the video and article below (and any extra research you need to conduct):

    1. Define high-context and low-context cultures
    2. Is the U.S. a high-context or low-context culture? Explain
    3. Are Latin American countries high or low context? Explain
    4. 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.
    5. Share links/resources where you got the information
    6. Your submission can be in English only (Spanish version encouraged!)

    Please submit your assignment in the appropriate submission area as a Word document or PDF

    ARTICLE: https://www2.pacific.edu/sis/culture/pub/context_cultures_high_and_lo.htm

    VIDEO

    High and Low-Context Communication

    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 14: Overview

    TED Talks en Español

    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): A Faster Way to Learn a Language
    • 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.

    1. For this submission, post to the appropriate submission area and share the titles and links to your videos you chose AND the reason you chose those two videos. (English and Spanish - audio and text)
      • Note: For an upcoming assignment, 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. However, for next activity, you will need to watch them.
    2. 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.

    TedTalks in Spanish

    Module 14: Language Learning Lab #1

    TED Talks en español (watch & summarize)

    Estimated time to complete this lesson: 90-120 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

    NOTE: Please be thoughtful and detailed in your responses. Use full sentences and paint a complete picture of how this process went for you.

    TedTalks in 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.

    Module 14: Language Learning Lab #2

    A Faster Way to Learn a Language

    Estimated time to complete this lesson: 30 minutes

    Continuing with the topic of how to learn languages most efficiently while enjoying the process, please watch the following video about another individual's perspective (and literal journey!) to learn languages (running time of about 14 minutes BUT YOU ONLY NEED TO WATCH THE FIRST 6 MINUTES- please disregard any 'sales' pitches/commercials and don't sign up for anything!)

    Based on the video:

    1. Share what strategies or facts about language learning were new, most surprising or most useful to you.
    2. Define "High Frequency" words and whether you agree with this approach to language learning. Why or why not?
    3. List 50 'High Frequency' words that would be useful to know in Spanish for you depending on your interest or situation (work? school? friends?) - [Spanish and English list] STATE how/why you chose these words AND how they would be helpful.
    4. Define the PARETO PRINCIPLE as shown on video (and further research as needed) and how you might apply it to language learning? to learning in general?
    5. Did the video inspire you to do something different in the way you approach language learning? Why or why not? Explain

    Please submit assignment in the appropriate submission area.

    A faster way to learn a language

    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 14: Culture

    Pronunciation and more

    Estimated time to complete this lesson: 60 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.

    1. How many vowel sounds are there in the Spanish language?
    2. What are diphtongs? Explain and give 3 examples from the video (Spanish and English versions)
    3. What are some tips/strategies to pronounce the letter R?
    4. What is the difference between the verbs SER and ESTAR? What are the general rules for when each is used?
    5. 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)
    6. 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.
    How to sound like a Native Speaker

    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 15: Authentic Conversation

    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.

    1. 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.
    2. 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.

    Additional Resource (Optional)

    Don't say 'Hasta la vista'

     

    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 plus 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 1: Please do not limit yourself to only 5 days!

    NOTE 2: Please do not repeat resources or 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.

    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.

    Spanish Every Day - Downloadable table