Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity

Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
Upper Level Spanish Subjunctive & Indicative Speaking & Writing Activity
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Product Description

I like to use this document as a beginning of the year getting-to-know-you activity for my Spanish 4 students. It can also be used as an introductory activity with the present subjunctive. The best part is it also recycles present tense indicative and preterite versus imperfect!

Present Subjunctive:

I start off by randomly choosing partners for my students. It keeps them from choosing a friend whom they already know well. If your students are new to the subjunctive, a brief introduction and/or modeling is important at this point. If they are familiar with it, you can jump right in! On the first page, have the students write five sentences about things they believe to be true about their partner and five sentences they believe to not be true. I always encourage my students to be silly and creative here but they can be serious, as well. The most important part of this section is that they are not permitted to consult with their partners.

Present Indicative:

Once part one is complete, the students “interview” each other, sharing their sentences and conversing about whether each is true or not. I prohibit my students from simply replying “sí/no.” They must react to each statement in some way. The students should take notes during the interview so that they can reference them to write their final report.

Preterite versus Imperfect:

After interviews, each student then writes up a report about what they learned about their partner. This can also be done as a presentation to the class if you’d prefer more opportunities for speaking.

Grading:

I have not included scores/grading on this activity because it can be done many different ways. For section one, I monitor the students as they write, walking around the room and asking them questions about form if they are having trouble. For section two, they are required to speak only Spanish. They receive participation points but I do not grade them on a rubric because I’m trying to encourage comfortable, spontaneous speech. For section 3, I use a simplified AP Spanish Language writing rubric or sometimes just highlight 10 errors for them to correct and hand it back.

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Total Pages
6 pages
Answer Key
Does not apply
Teaching Duration
3 days
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