All activities shown with a have been fully developed and are available for purchase.
 

 






 
 

Tecla

 
 
http://www.educacion.gob.es/reinounido/publicaciones-materiales/publicaciones.html

 
 
This site provides a monthly electronic magazine created for teachers and students of Spanish. Each monthly magazine has three different articles representing three levels of difficulty. Teachers should note that the nivel básico is more advanced than level 1. Each article has related activities dealing with its content, vocabulary, and grammatical structures. The magazine is produced by the Education Department of the Spanish Embassy in the United Kingdom.

 
 
Interpretive: Students select an article to read and then complete a sandwich chart like the one found at: http://www.eduplace.com/graphicorganizer/spanish/

Interpersonal: Students are paired up and each pair is assigned a specific article to read.  Each student individually reads the article and must make a list of the five most important ideas. They then compare lists with their partner and together must agree on one list to share.

Presentational: Each student is assigned to read an article of their choice from a list. They must present a summary of the article in their own words (including three main points), their reaction to the article and a discussion question for the class.  Good discussion questions will be modeled by the teacher (non- yes/no questions where students are required to use more language in their responses)


 
     
 






 
 

Lecturas paso a paso

 
   
 
Divided into three different levels, this site offers short stories or excerpts from books in an easy-to-read format. The readings include glossed vocabulary, activities and pre-reading and post-reading activities.


 
 


Using the beginning level story of "Por soñar:


Interpretive: Students copy and paste the exisiting glossary into a word document. As they read, they need to add 6-10 unknown words to the glossary including an illustration for each like the examples given.

Interpersonal: This story assumes the reader knows what happened on the day described. Students will be in a team of two and will play a game similar to Taboo to describe historical events and get their partner to say it.

Presentational: Students have two options for a writing assignment: 1) write a story about the first time they met someone important in their life. They should use third-person as was done in the note left by Frank. 2) Finish this story giving more detail about Frank and Marta interacting for the first time and how this evolved into the relationship they have now.


 

 


 
 

Veinte Mundos

 
 
http://www.veintemundos.com/en/


 
 
"Veinte mundos" is a free high-interest Spanish language magazine designed to help students improve their language skills. Current issue and past editions can be viewed and listened to as pdf's and mp3's. This site also gives tips on learning Spanish, a list of Spanish language schools, information on Spanish immersion and Spanish speaking countries.

 
 

Interpretive:
Students read a couple of different articles about a given country and answers some comprehension questions based on those readings.

Interpersonal: Divide the class into an equal amount of teams. Two teams read the same article and create a list of five questions to ask the opposing team. The team that answers the most questions correctly wins.

Presentational: After interviewing an exchange student at their school, a staff member or community member, students write up a summary of what they learned for the next issue of "Veinte mundos".


 
     
 



 
 

Audio Book in Slow Spanish

 
 


http://www.holaviajeros.com/


 
  Created by a Spanish teacher, this site has material originating from News in Slow Spanish. Eleven different countries are represented in this short summaries about the country as well as other short excerpts about celebrations, specific cities and other culturally specific topics.

 
 



Interpretive: Students read/listen to the content pertaining to either Argentina, Cuba, Peru, Guatemala, or Colombia and are asked to make a bullet-pointed list of ten things they learned about that country. Example: La capital de Cuba es La Habana or Muchos de los edificios son de la época colonial española

Interpersonal: Students are placed in pairs and after reading/listening to the information about a country, one is assigned the role of "habitante" and the other is the "reportero". The "habitante" must read the information and take notes. The "reportero" will read the information and create some questions to ask a person from there. For example, the "reportero" might ask, "¿Cuál es tu ciudad favorita en Cuba y por que?" or "¿Por qué el apodo de La Habana es La ciudad de las columnas?"

Presentational: Using the information there, students research one of the countries to create another paragraph to add to the end of the descriptions.