These are stamp sheets or progress trackers for every chapter of Realidades 1.
That means Para Empezar, 1A, 1B, 2A, 2B, 3A, 3B, 4A, 4B, 5A, 5B, 6A, 6B, 7A, 7B, 8A, 8B, 9A, 9B.
Each chapter has more than 10 I - CAN statements pulled from the
I use this on my Pizza Day during La Comida.
*You must have access to the internet. I have students use their cell phones or tablets and it works just fine...but if you have a computer lab you'll need it for at least 10 minutes.
This is a sheet I have used to help my students integrate our IB concepts, questions, contexts, etc.
In Spanish class, I have them staple this to their vocab list in case there is an opportunity for them to make a connection. It is editable so you
This is a worksheet used to practice the conditional tense. Students create their own superhero and respond to various questions about their superhero alter-ego. This also has a word bank they can refer to for words/verbs they might not be familiar
I -CAN statements for Para Empezar chapter of Realidades 1 (purple)
You can have students track progress with these or even use it yourself to keep track of the skills you have had your students work on mastering throughout the year to give you a
Basic Spanish phrases, I laminate them and leave them on the tables.
•Response to questions (no, claro, creo que no...)
•Greetings/Leave-Taking (hola, buenos días, etc.)
• Asking questions ( cómo se dice, cómo se llama, cuánto...)
I like doing a Pizza Day during the food unit. This is a speaking activity based on building a dream pizza. I usually do this after doing my telepizza.es activity.
-Students will use the following dialogue:
A: ¿Cómo se llama tu pizza?
B: Mi pizza
I CAN statements for chapters 4A and 4B based on grammar, vocab and skills from those chapters in Realidades 1.
Good for students tracking their own progress, interactive notebooks, end of class pass-offs, formative assessments, creating units,
This is pretty straight forward and simple, the students will learn to say "She/He likes to... (activity)". They follow the conversation model and write it in complete sentences. There are 2 questions at the end where the numbers correspond to the
this is a basic grammar/vocab/character review about the TPRS publishing book Piratas del Caribe y el Triangulo de las Bermudas. This covers chapter 1.
Link to some powerpoint slides I use (MAKE A COPY):
I created this as a study guide for an IB assessment. Students will read the letter from Manuel, and respond to it in Spanish. Then make many comparisons, answer questions about the text, etc. It's pretty basic, but it's a good way to get them
For movie reviews. The textbook we use has great words, but often I like to give my students a boost when they do writing activities so there are 80+ phrases/words divided up in these categories:
• Television programs (el programa, el programa de
This is a fun set of 4 warm-up activities to use with Spanish 3/4 who have learned the conditional tense. They are given a question or a situation and must tell what they would do. They are in the format of social media platforms with 2 on each
Students follow the model conversation, and ask/answer questions about their parents/family member's occupations.
-Following model conversations
-basic occupations vocabulary
-question word "que"
Can be homework, in class activity as well.
Done after students can tell on which day they do something, conjugate, talk about their family, possibly use present progressive.
This is an IB assessment so it includes
•Reading the letter
IR + A + INFINITIVE speaking activity for Spanish 1
Students have a space to write 5 sentences on what they will be doing this week using ir+ a + infinitive.
There is a sample dialogue and boxes they have to get signed by the people they talk