It’s always a good time for celebration

Posted by Alvaro

Salamanca is the main University town in Spain, and it has lots of students from other cities and countries. At Christmas, many of those students go back to their hometowns, and they can’t celebrate this time of the year with their Salamanca friends. Unless… Would it be too crazy to celebrate New Year’s Eve before the Christmas season? Not in Salamanca: La Nochevieja Universitaria takes places on the last Thursday before students get their vacations (about 2-3 weeks before 31 December), and everybody goes to the main square that night to party and eat the traditional twelve grapes.

This video and its activities follow these objectives:

  • Grammar: Imperfecto (actions that were repeated habitually: Cada Navidad, los estudiantes que vivían en Salamanca tomaban las uvas solos o en pequeños grupos) vs. indefinido (actions in the past seen as completed: En el año 1999, un grupo de amigos decidió celebrar la Nochevieja el último jueves antes de las vacaciones de Navidad.)
  • Vocabulary: Christmas.
  • Communication skills: how to express surprise.

The activities included in the package will get your students ready so they don’t miss any details of this exciting 8-minute video, which includes optional subtitles in Spanish.

Tradiciones de España: La Nochevieja Universitaria is a great way to practice the difference between the imperfect and the indefinite past, while celebrating New Year’s Eve and enjoying this wonderful tradition.

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Take your class to Tenerife to learn –er and –ir verbs

Posted by Alvaro

After travelling to Barcelona to explain –ar verbs, it was clear to us that Tenerife was the perfect location to do the same with –er and –ir verbs.

tenERIfe is an engaging 5-minute video that will take your students to this beautiful island to teach them the main –er (beber, comer, correr, creer, deber, leer, vender) and –ir verbs (abrir, escribir, subir, vivir), how to conjugate them and much more:

These are the specific objectives of this unit:

  • Grammar: conjugation of regular -er and –ir verbs.
  • Vocabulary: Nature (isla, mar, montaña, playa, volcán) and tourism (comida típica, guía, pueblo, tiendas, viajar, vista.)
  • Communication skills: basic expressions to ask for personal details (¿cómo te llamas?, ¿de dónde eres?, ¿dónde vives?, ¿a qué te dedicas?, ¿estás casado?.)

The activities included in the package, and the optional subtitles, will help your students get the most from the video, and learn the conjugation of –er and –ir verbs in a meaningful setting and in a fun way.


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El Día de Muertos

Posted by Alvaro under: Resources

In “De Ciudad de México a Madrid” we go for a walk with Cedina, a girl from Ciudad de México who currently lives in Madrid. This is the first video of our Cultural Corner, a section whose objective is to feature people from each of the 21 Spanish speaking countries in a different city in Spain. “De Ciudad de México a Madrid” is organized in three parts:

  • An 8-page PDF document -you can also see it below-  that will prepare your students to watch the video. The first activities are an introduction to Madrid and Ciudad de México, including basic facts and celebrities from both cities. The next pages focus on the Day of the Dead, starting with the key vocabulary (calavera, símbolos religiosos, cementerio, tumba, etc.) and a short explanation about the most important information that your students will hear in the video. Finally, there are two activities the students will complete while watching the video: they’ll help them to understand it (for example, with a cloze activity) and to check whether they got the gist of the video. The PDF also includes 4 listening exercices (3 with Cedina’s accent, and one with mine -from Madrid-, so your students will see the difference).

  • A 9-minute video with optional subtitles in Spanish. Laura meets Cedina in Madrid’s La Puerta del Sol at the beginning of December, and walks with her to the Plaza Mayor, where Cedina talks about the Mexican Celebration “The Day of the Dead”. She also explains and shows how to build and altar, and teaches us when Mexicans build them and what for. You can see a 2-minute extract of the video in our Cultural Corner.

We hope you don’t stop the lesson there, and we encourage you to continue it by organizing your students in groups that will have to build their own altars in class. They’ll have to organize themselves to take all the materials needed to class (following Cedina’s example), and another day they’ll build it and explain it in Spanish. For example, they’ll say what food they’ve brought or what pictures or toys.If you’d like to have more information about this section, please read our post about the Cultural Corner project. And remember that suggestions and comments are always welcome, so please use our Contact Form

A class about shopping is always an exciting class

Posted by Alvaro

We think shopping is one of the greatest topics to cover in the Spanish class. It involves real conversations with a clear goal, money, decisions and sometimes problems. And it isn’t difficult: even beginner students can keep a basic conversation no matter how small their vocabulary is, they just need some easy expressions, and they’ll be ready to go.

This is the idea behind ¿Algo más?, a 4-minute video with a set of activities that will give your students everything they need to make their own simple –but great- shopping dialogues.

These are the specific objectives of this unit:

  • Grammar: los, las, unos, unas and the noun-adjective agreement (plural).
  • Vocabulary: School supplies (bolígrafo, calculadora, cuaderno, diccionario, lápiz, libro, mochila, rotulador, sacapuntas, tijeras, etc.)
  • Communication skills: basic shopping expressions (¿algo más?, aquí tiene, ¿cuánto es?, ¿de qué color?, eso es todo…) and how to say the price.

The activities included in the package will help your students get the most from this thrilling
4-minute video, which includes optional subtitles in Spanish.


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