Here is a TPRS short story with audio! Perfect for the month of November!
Here is a resource I use in class to prompt discussion with visual stimuli… Click the image to add the drawing to your Google Drive!
Brittany Probst had an awesome presentation with great French examples… Here is one I use in Spanish… Play the song aloud and have students write the missing words… Click the slide to make a copy to your drive…
I’ll post more as I dig them up!
Some songs to use:
Solamente tú – Pablo Alborán
Si yo fuera un chico – Beyoncé
La Gozadera – Gente de Zona??
Vivir Y Soñar – Rosario
No Hay Título – J. Balvin (maybe some groserias, can’t remember)
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I love graduated interval training. I have been making interactive slide decks to help expose students to content in small doses more frequently. I have an awesome example in the shop called Shado el Carterista, but I wanted to offer a freebie.
Here is the original video I am working from… Prepare to giggle.
And here is the slide deck that goes along with it…
I should mention that many teacher avoid videos that have large chunks of content that is out of reach for their students, but I love to leverage the playback features in Google Slide to focus on the key content. All videos become more accessible this way!
My students love watching these because they are rewarded with an entertaining video after we cover the language content. The slides prompt lots of questions. Run it through in presentation mode to get a feel for the presentation. Even though it has over 20 slides, I can can go through them and have good interaction in less than 10 minutes. One of these every other day is ideal…
Also, here are several videos I plan to make… when I find more time. Feel free to make your own!
0:04 Me gusta cantar porque me emociona.
0:35 Estoy muy emocionado con ganas de salir allí y darlo todo.
0:05 Hola, ¿Qué tal?
0:06 Hola, ¿Qué tal? Bien.
0:07 Bienvenido a “Got Talent” ¿Cómo te llamas?
0:09 Eh, mi nombre artístico es Shado(w).
0:12 Shadow. ¿Qué es lo que vas a hacer?
0:13 Soy carterista
0:14 Ah, que bien. Está bien.
0:03 Hola. ¿Qué tal?
0:08 ¿Cómo te llamas?
0:09 Nieve, me llamo Nieves.
0:10 ¿Tú crees que tienes el factor X?
0:11 Yo confío en mí. Creo que sí. Yo vengo…
(Me parto de risas cuando canta! jajaja)
0:02 De Puerto Rico llega Zabdiel de Jesús de diecisiete años de edad.
0:24 Mi nombre es Zabdiel de Jesús tengo diecisiete años y vengo de Bayamón, Puerto Rico
Chaqueño de Yapacaní (Just for fun… too difficult to understand)
0:05 ¿Cómo están? Buenas noches.
0:07 Bien. ¿Cuál es tu nombre?
0:09 Me llamo Carla Archoa. Tengo veintidós años. Soy madre de dos hijos. Y bueno, me dedico a la música.
0:18 Veintidós años… Mamá joven.
0:21 Sí, soy madre soltera… de dos hermosos niños que son mi vida.
0:10 Me llamo Isabela Méndes… Tengo veinte años y estudio comunicación social.
0:58 ¿Tú tienes novio?
1:06 Muy bien.
1:12 Chica bonita sin novio, ¿Cómo te llamas?
1:17 Mi nombre es Isabela Mendes…
0:09 Muy buenas noches…
0:11 Buenas noches
0:13 ¿Cómo te sientes? ¿Cómo estás?
0:14 Ehhh. la verdad muy emocionado. Bien, Gracias.
0:17 ¿Cómo te llamas?
0:19 Ehhh, me llamo Junior Badani…
0:21 Junior, ¿Cuántos años tienes?
0:22 Tengo veintidós años.
0:24 ¿De dónde vienes?
0:25 Ehhh, la ciudad de Guayaramerín, Beni
0:15 Soy Stanley Weissohn, tengo quince años y vengo de Magallanes…
1:09 ¿Cómo te llamas?
1:10 Stanley Weissohn.
Would be good to show to get some culture in… Talk about Alemanes Chilenos…
0:01 Mi nombre es… Luís Miguel
0:37 Mi nombre es… Luís Miguel
Embed in Slide to show alternative structure.
Aprisa y Corriendo is an exercise that aids the development of spoken language through pattern recognition and instant recall. Humans are naturally keen in both recognizing patterns and adapting patterns through the rules built into their muscle memory. The pursuit of learning a foreign language introduces a new codex that must be programmed into our memories. In English, when presented with the pattern, “I see, you see, they see…” anyone with basic conversational skills knows if she were to enter the pattern it would undergo a change: “I see, you see, she sees…” These changes are systematic and exist in many languages. I often refer to this as a pattern codex with my students.
To become successful practitioners of a language, you must learn the codex so you may apply these changes in conversation. However, learning these patterns, or conjugations, on paper does little to aid your productive skills when speaking. This is for the simple reason that our brains process written language differently from how we process spoken language. Have you ever noticed how students, when given a question such as, “¿Tienes mucha tarea?”, their response is often “Yo tienes tres horas de tarea”. It is frustrating because you know how frequently you have been working to learn these patterns, but when they begin speaking it is as if they have forgotten everything.
Consider the same question in English, “Do you have a lot of homework?” and the response, “I have three hours of homework.” Notice there was no change to the verb. Often times the moments when a pattern change is needed and students fail to apply the new ending, it is because their English pattern codex has never told them to do so.
Fortunately, students are incredibly suited to learn a new codex. In fact, my Spanish 2 students can usually master a basic pattern change with a handful of high-frequency verbs in just two days time.
The game is simple, you will call out the pattern that will be asked in the form of the question and the class will return the pattern needed to form the response. For example, the teacher will say aloud “tú tienes” or “tienes” or even “tienes tú” and the class will respond with “sí, yo tengo.” After a few days a drilling this pattern, the student will only need to be reminded occasionally when they make the mistake of saying “Yo tienes…”
When I work with the patterns for the past tense (preterite), I go through the exercise: I say,“conociste” and they respond, “conocí.” Later when I conduct interpersonal speaking benchmarks and I ask the question ¿Cuándo conociste a tu mejor amigo?, ultimately I have a few students that begin their responses with: “Yo conociste a mi mejor amigo hace…” Humorously, all I need to do during our conversation is say the word “conociste” while pointing at myself and when I point my finger at them, they smile and say, “Yo CONOCÍ a mi mejor amigo hace dos años.”
This call-and-response activity is the single most helpful training for my students to improve their confidence when speaking Spanish.
Please enjoy this Google Slides deck where you can see how I go through these patterns as a class activity. There are slides included to be copied where you can write any verb or essential question you are working on. I recommend pressuring students into answering as quickly as they can (hence the name). You should take the time to create LOTS of slide… create more than you think you need. As this practice goes quickly one you begin, you will run out sooner than you realize. You can also restart the slide deck and go through them one student at a time. Happy speaking.