spanish speaking assignment

Speaking Activities for Spanish Class

March 27, 2023

By – Allison Wienhold

Inside: Spanish interpersonal speaking activities to practice Spanish conversation. Differentiated Spanish interpersonal speaking practice. Engageing speaking activities for Spanish class.

Engaging Speaking Activities

For Spanish teachers, coming up with engaging speaking activities in Spanish class can be a challenge. Now that it is Spring, I know you are looking for ways to mix up interpersonal speaking activities and assessments in your World Language classes.

You want to create engaging activities that help your students practice their Spanish and build confidence in the language. You also might need extra practice for a Seal of Biliteracy assessment like the AAPPL test . Here are interpersonal speaking activities that can help you get your students to speak Spanish in the classroom.

U PDATE >> You may also want to read Assess Spanish Speaking

Speaking Activities for Novice Spanish on up

Weekend chat.

First, weekend chat is one of my go-to activities to get students to speak in Spanish class. There are SO many ways to differentiate and support all students as early as Spanish 1. In the most basic form, it is any activity where you chat about either your previous weekend in the past tense or your upcoming weekend in the future tense. I know that it can get quite stale, so I have MANY resources to mix up weekend chat. See these resources to learn more

• NEW Weekend Chat Youtube Video
• Weekend Chat Blog post – 10 Ways to Mix it Up
• Weekend Chat 2024 – ready to go slides
• Weekend Chat Bundle

Spring Break Chat

Next, due to the timing of this post, I wanted to highlight the special version of Weekend Chat, which I like to call break chat. Before or after any school break all students want to do it talk about the break, so why not use that fuel and provide opportunities to chat in the target language about the break?

Depending on your situation, I have two go-to activities before or after the break, digital slides with reading, speaking & writing &/or Find Someone Who. You can use a combination of these two to meet all students.

Use the Find Someone Who – PRE spring break (future), Find Someone Who – post spring break (past) for students in person in the classes. Then use the digital resources POST Spring break discussion Slides , FUTURE Spring Break Discussion Slides for either extension or as an alternative for those who are not able to be there in person & are already on break. Get all of the resources I mentioned and more details in the Spring Break Chat in Spanish Class post. (Or get the Spring Bundle )

Find Someone Who

Also, since I just mentioned Find Someone Who above, I guess I should elaborate on the activity. It comes from my time with Camp Adventure, where each of our group interview days started with a get to know you, break the ice, seek & sign.

I now feel I have perfected the 16-question Find Someone Who grid. There are always options for differentiation of the sentence starter response, as well as different levels of support for the post-writing extension.

The Find Someone Who blog post has tons of ways to mix up this speaking activity. Plus there are ready-made versions for any tense or specific holiday you can think of. Get every Find Someone Who activity in the Find Someone Who Bundle .

Question Cards

Additionally, question cards have been a game changer for Spanish conversation practice for novices. Small conversation cards have questions in Spanish. Each set of questions can be asked and answered by small groups or partners.

I always include the differentiated options including the yo form prompt for more support. Plus card without the I form, for those who are ready for a challenge. I like to laminate these to use over and over. I have used them both for speaking practice, as well as support during speaking assessments.

A twist on question cards is to print large cards to post around the room. Students can walk and talk with a partner around the class, school, or even outside as it gets nice out. See the Question Card Post for tons more ideas or to get all of them I have, get the Question Card Bundle . *I also include specific examples of these cards in my Practice & Comprehensible Conference presentation as well.

Telephone Game in Spanish class

A classic game from my camp counselor days is “telephone”. It works well if you have a bit of extra time at the end of a class. While not fully interpersonal, it helps to demonstrate how important interpersonal listening accuracy is. Many people focus on the talking part, forgetting that listening is an essential interpersonal skill.

Have students sit in a circle and whisper something in the ear of their neighbor. Depending on the level it could be anything from a simple phrase to an entire sentence. The person they whispered it to will then whisper what they heard into their neighbor’s ear. This will continue until everyone has heard what was whispered at the beginning of the game. In the end, have everyone say out loud what they heard so you can compare it with what was originally said at the start of this game.

Chat About Music in Spanish Class

This is not a specific activity, but I know a lot of people are currently doing mania musical – March Music Madness brackets. Talk About Music in Spanish Class gives you many specific ways to support conversations about music.

Intermediate Spanish Speaking Activities

Fishbowl speaking in spanish class.

First, for more advanced speaking are fishbowls (no not THAT kind;). Fishbowl speaking could be a speaking practice or a way to administer an assessment. The simple explanation of Fishbowl Interpersonal Activity is 1/3 of the class is in the center in  “the fishbowl”  where they speak. The other 2/3rds are on the outside where they listen. Those on the outside must trade to tag into the conversation. It works great with a controversial topic as a way to organize the conversation. Read Fishbowl Speaking in Spanish class for a much more detailed explanation.

Debates – Upper-Level Spanish Interpersonal Activity

For debates, create teams of three or four people each. Have them debate any topic related to the Spanish language or culture. As an example in a class of 24 students, you could have three topics, with four people on each side, debating their point of view. For debates, it is best to pick topics that have clearly different viewpoints. Ideas include cultural appropriation of 5 de mayo, immigration policies, or cultural Día de Muertos vs. Halloween. This activity not only helps improve speaking skills but also encourages critical thinking about language topics from different points of view.

Café y Conversación

Next, my friend Jen Ries did a guest post about her original ideas for a specific chatting day, complete with hot drinks. I found this activity to be super helpful when my Spanish 3 & 4 were preparing to take the AAPPL test in the Spring. Each Thursday students came prepared for a certain topic to chat about. Students were so proud of how long they could actually chat.

Rotating Partner Conversation & Literature Conversation Circles

Finally, the two blog posts above give more information about two more techniques for interpersonal chatting, specifically regarding chatting about novels. They are both low-prep ways to mix up speaking in small groups or pairs about a book students are reading. Also, see Literature Circles in Spanish Class for a full unit. It does a great job supporting interpersonal communication in upper-level Spanish classes.

Speaking Assessment Blog Post

As a bonus, Assess Spanish Speaking helps if you need final speaking assessments. Plus, this blog post has a lot of specific ideas to support and extend interpersonal speaking Diferentiation in Spanish Class .

Learn more about Weekend Chat in Spanish class

PLUS Early Novice Speaking Activity – Name Game Speedball

Learn more about how to play this interpersonal speaking game in this blog post & grab the freebie below.

Spanish Speaking Activities was originally published on March 27, 2023 by Allison Wienhold. It has been most recently updated on April 29, 2024.

• Read more about: speaking

Allison Wienhold

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Learn Spanish with free, communicative lessons

A Lab for Learning Spanish with Free Online Lessons

¡bienvenidos a spanish learning lab.

This website was created as a tool for Spanish students who wish to improve their skills in the language and be an active part in their learning process. We provide free online lessons for lots of topics in the language to help you communicate effectively. We do our best to make sure every lesson contains simple explanations, lots of examples, as well as informative images and lots of educational resources. Furthermore, we hope to make you enjoy an online language lab, with interesting materials and tests to prove your comprehension of each topic. This site contains grammar lessons, vocabulary, and more importantly, a lot of Spanish listening activities  to improve your listening comprehension in Spanish. Welcome again and enjoy learning Spanish!

General Spanish Lessons

The lessons in this category are aimed for students who are just starting to learn the language. They cover some basic vocabulary such as ways to introduce yourself in Spanish , common greetings and farewells , classroom objects and numbers in Spanish . Others will explore important grammar topics such as days of the week , dates and phrases for wishing a happy birthday in Spanis h. Most of these lessons include some great interactive quizzes with nice tips that will certainly help you get the best out of each topic.

This section includes lessons with some vocabulary, grammar and listening activities on several topics such as the family in Spanish , making polite requests , describing people’s appearance and their personalities , the vocabulary and structure for talking about rooms and parts of the house  and more.

This section includes lessons that will make use of everything taught in both the basic and pre-intermediate levels. The lessons are easy to follow and include videos from our  Youtube Channel to make your learning experience even richer. Here, you will find topics like:  daily routine activities , hobbies and free time activities , jobs and occupations , clothes and prices , directions of places and more.

Spanish Grammar Lessons

Spanish grammar is truly important in order to speak or write properly. The lessons in the category will explore more about specific grammar topics such as the singular and plural of Spanish nouns , gender rules , adjective-noun agreement , how to conjugate regular verbs and many other important topics. The explanations are easy to understand and focus on teaching you how to make sentences in Spanish with these structures.

This section will cover topics that you need to master to speak Spanish at an intermediate level. We focus on topics such as reflexive verbs and pronouns , the past tense in Spanish , the future tense , how to make comparisons and more. As usual, each lesson includes several examples and interactive grammar quizzes.

Spanish Listening Lessons

The lessons in this category are aimed at helping you develop your Spanish listening skill through a series of interesting lessons with a variety of examples and listening activities. Each lesson includes two main listening activities followed by interactive quizzes on topics such as common nicknames in Spanish , spelling words , conversations on colors , domestic and farm animals , popular movie genres and a lot more.

These lessons can be quite challenging, but they are great for talking your Spanish listening ability to the next level. The topics introduce a lot of useful phrases and questions for real conversations in Spanish. Here you will learn about leaving phone messages in Spanish , ordering food at a restaurant , borrowing and lending things , giving suggestions , how to apologize in Spanish , and a lot more.

Spanish PDF Worksheets

Find some free Spanish worksheets to practice vocabulary, grammar, listening and reading about different topics with games, role play activities and more. These exercises aim at helping you practice the content our site on your own, or in the classroom with your students/teacher. We are sure these resources will be very helpful to learn Spanish.

Thanks for using our resources to learn this beautiful language. Looking forward to having you around again! ¡Hasta pronto!

23 thoughts on “A Lab for Learning Spanish with Free Online Lessons”

It helped me a lot

very resourcefull

there is a mistake on the days of the week sheet. Domingo is not Friday.

Thanks Rebecca. We did not notice. We’ll fix it right away 🙂

Hey alex how are you doing.

Muy bien, ¿Cómo estás tú? 🙂

Alex,what is the singular word for ayudar?

Hola… AYUDAR is a verb so it does not have a singular form. It is a regular verb, so you can conjugate it as “Yo ayudo”, “tú ayudas” and so on. The singular would apply for nouns and adjectives in Spanish, e.g. “casa” -> “casas”. Hope it helps Jeremiah 🙂

Hello, On the basic Weather Expressions lesson, there is an error: In general we use three verbs to talk about the weather in Spanish: HABER in its form HAY, ESTAR as ESTÁ and HACER as HAY. The second HAY should be HACE. Thanks.

Hello! Thanks for finding that mistake. We just fixed it. Gracias ¡Que tengas un buen día!

Alex – you use “esta usando” for talking about what someone is wearing. What about llevar, llevar puesto, ponerse, etc.? I feel like different countries use different verbs to talk about what someone is actively wearing at a particular moment. I’m trying to figure out which countries/regions use which phrases. Gracias!

Hi Jessica. Sorry for the late answer. Yes, I think different countries use different phrases as well. USAR means “to wear” and it would a very basic way to say what you are wearing. I have heard “LLEVAR PUESTO” a lot from Mexican TV shows. Probably, it is more common for them to say “LLEVAR PUESTO”, e.g. “Llevo puesta una chaqueta”, which is the same as “Estoy usando una chaqueta” or “Me puse una chaqueta” (using PONERSE). I could not tell you which countries exactly use which phrases, but I am sure most of them if not all would understand what you mean when you use any of them.

Very happy to come on to your site. We are three years Americans into living in Ecuador. We like the practicality in techniques and thoughtful selection of subjects. Can you tell us something about yourselves, background, motivation for this effort, and if there may be more from you in the future ? Deucy and Deucet

¡Hola! ¡Mucho gusto! Well, we are from Nicaragua. I studied English as a Foreign Language and learned some methodologies for teaching the language. While learning English, I noticed that I preferred sites with recordings and visual resources. Since I’m a Spanish native speaker, I decided to help people learn Spanish instead of English with a site that included all I liked from English learning websites and more. It is really cool to write these kind of lessons with a communicative focus. After all, that is what languages are for… para comunicarnos. We plan to continue with this effort for sure. Thanks for stopping by! Enjoy Ecuador 🙂

Estimado Alex, Ante que nada quiero felicitarlo por su extraordinario trabajo. Como instructor de Español de mucha experiencia, he encontrado su material ideal para aplicarlo a mis estudiantes ya sea en línea o en aula.

Me gustaría saber que requisitos pide para tener acceso a su material y poderlo enseñar. Con mucho gusto estoy anuente a sus instrucciones. También solicito su autorización para colocar su logo y enlace en nuestro sitio web http://www.tutorjoe.com

Estimado Joe, Puedes hacer uso del material para enseñar en línea o en el aula. Nos alegra que el material te parezca apto para tus clases. Solamente te pediríamos el favor de dirigir a tus usuarios a las lecciones que les puedan ayudar en su proceso de aprendizaje, sin necesidad de duplicar nuestro contenido en tu sitio. ¡Éxito! Atentamente, Alex

Gracias Alex. Con gusto remito a mis estudiantes a su sitio web. Si en algo más puedo colaborar, solo déjeme saber.

Mil gracias Alex. ¡Las lecciones son super fáciles e interesantes!

Muchas gracias Michelle. Siempre estamos buscando la manera de mejorar y esperamos seguir así. ¡Un abrazo!

¡Muchas gracias! Siempre he querido aprender español y este sitio web me ha ayudado más que ningún otro. Dios te bendiga

Un placer poder ayudar en algo. Un abrazo 🙂

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Speaking and Writing Rubrics

In our last post, we offered a short communication rubric to give to students or hang up in your classroom to motivate students to work at a higher proficiency level. Today, we are posting our Writing and Speaking rubric that we adapted from the Jefferson Public County Schools’ rubrics that are connected with the ACTFL proficiency levels.

Our goal this year is to have a communicative classroom and assess our students in an appropriate measure of what they can actually do .

Also, before each unit/chapter we will be handed out a list of objectives for the students. This will be divided into two sections: lenguaje and cultura and will be written as ‘I can statements’. We intend to have students self-assess themselves on this sheet at a level of high, mid, or low and use these same objectives for their formal assessments, which will be graded using the rubrics from above.

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8 responses to speaking and writing rubrics.

These are great! Thank you!

Thanks for much! I lead professional development on analyzing data and I was looking for assessment rubrics in foreign language for my training next week … these are awesome!

Thank you so very much for sharing these!

Gracias por compartir sus recursos.

Awesome resources! This make my life easier and the excitement to be to do more with my students especially with communication. Mil gracias!

Thank you for sharing these! Do you have any intermediate level rubrics?

Success is a simple matter that is repeated over and over again

Great post thankss

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435 Spanish English ESL worksheets pdf & doc

SpanishBoat.com

Spanish for English Speakers, beginner to advanced grammar, reading, vocabulary, online interactive and printable worksheets with answers, great for teachers and students

Home » Spanish for Beginners (A1-A2)

Spanish for Beginners (A1-A2)

Learning Spanish for beginners ; the fundamentals of the Spanish language, how to say hello and other ways to greet people, the alphabet, numbers, directions, seasons, months, days, basic Spanish grammar rules and more.

Also See: Spanish Vocabulary List More Advanced Lessons Spanish Grammar Exercises Short Story in Spanish Exercises Spanish Reading Practice

See Spanish for Kids PDF section for more beginners activities with pictures.

Basic Spanish for Beginners

Similar Lessons and Exercises

• Spanish Beginners Reading PDF
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5 Engaging Spanish Projects for Students

Educators around the world have embraced project-based learning (PBL) as an effective learning method.

PBL is an educational approach that centers on students engaging in real-world projects to acquire and apply knowledge, skills and concepts.

The “learning by doing” method has some well-known supporters, including Confucius, Aristotle and Maria Montessori .

Today, it has modern educators tossing out their textbooks and turning to authentic, student-led learning experiences.

5 Spanish Projects for High School and Beyond

Project #1: survivor, project #2: shark tank, project #3: would you rather, project #4: walk in someone else’s shoes, project #5: advertisement, conducting a project in your class, why use project-based learning in the spanish classroom.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Skill Level:  Beginner to Advanced. The teacher can make this as detailed or simple as necessary.

Time Needed:  2 days to 2 weeks, depending on how detailed the teacher wants the project to be and how much time is allotted to students during class time.

This project is a spin-off of the hit TV show “Survivor.”   On that show, teams are dropped off at remote locations around the world and have to work together to “survive” (i.e., win the game).

Much like the show, small groups in your class are given the name of an unfamiliar Latin American or Spanish city and are asked to investigate all aspects of the culture and life there, in order to survive and become contributing individuals in that society. Students are asked to investigate local foods, shelters, resources, occupations, etc. in order to form a survival plan.

Learning Goals: Study Hispanic culture. Conduct research about cities in Latin America/Spain. Understand different ways of life. Learn life skills for living in a new place.

Problem/Question: How do we survive and even thrive in this culture?

Investigation:  Students should make a plan and support their ideas with true evidence. They should use travel blogs, maps, country profiles, etc. to make their plan.

Authenticity: Research authentic steps to survive in each place. Students should find actual places to stay, eat, make money, etc.

Presentation:  Students present their location and their plan for survival to the class. They can choose how information is presented (e.g., poster, video, role play, etc.)

Skill Level:  Advanced.

Time Needed:  Approximately one week.

This project is also based off of a popular reality TV show called “Shark Tank.” In that show, contestants are inventors who try to “sell” their product to high-profile investors. After explaining their product to the panel of investors, they try to convince the investors to get on board and invest in their product in order for everyone to make a bigger profit.

Similarly, in this project, the whole class is given a cursory introduction to a difficult Spanish unit (such as a subjunctive tense ). Small groups are then tasked with learning the material completely, and then in turn must figure out the best way to teach the material to lower-level Spanish students.

Learning Goals:  Truly understand new grammar by applying what they’ve learned and presenting it clearly and accurately. Basically, students employ the “Flipped Teaching” method.

Problem/Question: This unit or tense has been extremely difficult for students to learn in the past. What’s the best way to present the material to students in the future?

Investigation: How have others taught this material? What can we do to effectively teach this theme?

Authenticity: Researching real methods and applying them in order to transfer knowledge and teach information to lower-level students.

Presentation: Small groups present, “Shark Tank” style, to a group of lower-level Spanish students. The lower-level students vote on which group’s method is most understandable and who they want to “invest in.”

Skill Level:  Intermediate to Advanced.

I believe project-based learning can be very open-ended. This project allows students to create Spanish-related “Would you rather…?” questions that appeal to them. They can be fun or serious.

Some examples (in English) include:

• “Would you rather run with the bulls in Spain or attend Las Posadas  (a nine-day religious celebration) in Mexico?”
• “Would you rather eat Spanish Paella or Latin American Mondongo   (tripe stew)?”
• “Would you rather hike to Iguazu Falls in Argentina or Machu Picchu in Peru?”

Learning Goals:  Improve speaking fluency. Students should complete and present all work in Spanish.

Problem/Question:  Whatever the students/teacher come up with.

Investigation: Students are required to weigh the pros and cons of their decision. They must conduct research and then decide how to accurately convince their classmates to make the same decision.

Authenticity: You or your students choose real-life situations that students have to investigate and evaluate.

Presentation:  Present findings and opinions to the class (in Spanish). Have the class vote on whether they agree or disagree, and if they were persuaded by the presenter’s research.

Bonus: For a much quicker version of this project, the questions could be turned into a card game. Students draw a card and explain to the class why they would rather do one thing over another. It’s a simple but fun way to get students talking!

Skill Level: Intermediate to Advanced.

Time Needed: 2 to 4 weeks.

This is a humanitarian project. Small groups must choose a Hispanic country experiencing a humanitarian crisis or problematic social issue and create a character who’s living through that particular crisis. The goal is to come up with ways to alleviate the crisis and proactively “help” their character.

Learning Goals: Writing fluency. Students are asked to write an “article” to raise awareness about their crisis.

Problem/Question:  What’s the issue? How can we help?

Investigation: Students need to conduct research and find statistics. They should evaluate what things are currently being done to deal with the situation.

Authenticity:  Students are involved in proactively looking for solutions to real-world problems.

Presentation:  Present findings to the class and write an article in order to raise awareness. Send those articles to newspapers or post them on a class blog.

Skill Level:  Intermediate to Advanced.

Time Needed:  Approximately 2 weeks.

This is a fun project that allows students to try new things. Students will need to research a certain food product from a Latin American country. The goal is to find a food that’s actually sold online (or at a local ethnic grocery store), which isn’t well-known in the U.S. and which can be purchased for a reasonable price. Students then purchase their item, test it out and try to convince others they should also purchase the product.

Learning Goals: Improve speaking fluency. Students take their products and create a sales pitch to get their community interested in the product.

Problem/Question:  What ethnic product would sell well in my community? How can I get more people interested?

Investigation:  Find information about the product. Investigate ways to use social media to advertise the product.

Authenticity:  Students try real products enjoyed in Hispanic cultures. They also investigate how to use social media outlets and engage with the community around them.

Presentation: Students are asked to create a sales pitch for their products and present them. They should incorporate social media, visual aids and a short video to sell their product.

In the Spanish classroom, PBL provides students with the opportunity to interact with the culture and the language by being immersed in meaningful experiences.

While there’s a lot of discussion out there on how projects should be conducted, you should do what works for your class. There aren’t rigid rules for how educators should implement PBL, but if you’re looking for some general guidelines , here are some things to look for:

• A focus on student learning goals.  Obviously, you’ll want class projects to be centered on student language learning goals.
• Pose a question/problem.  Most projects begin with students inquiring about a subject or topic. Inquiry then leads to investigation.
• Investigation.  Students are tasked with learning more in order to answer their question or solve their problem.
• Authenticity.  Most projects employ authentic activities and materials . Researching real-world problems and asking real-life questions lead to well-rounded students and legitimate learning experiences.
• Student-led.  Students take responsibility for their learning and study what interests them. They need to be motivated to reach their end product.
• Critical thinking.  This comes with the territory when students are questioning and investigating new ideas. When students are in groups, they’re able to bounce ideas off of each other and conduct discussions that provoke higher-level thinking.
• Review/Assessment.  Projects should be a way for teachers to assess student learning.
• Presentation. Students should be given the opportunity to present their hard work and share their findings with the world. This is essential learning for high school students. Rarely are adults tested and given grades, but they are continually required to solve problems and present solutions in their daily lives.
• Students remember it. PBL employs higher-level thinking which ensures greater retention. Think Bloom’s Taxonomy and higher-order thinking processes like analysis, evaluation and creation.
• It’s more engaging for high school students. PBL gives students the opportunity to “get their hands dirty” by using real-world topics.
• It teaches life skills. Students take responsibility for their learning success and acquire problem-solving skills .
• It’s real. Project Based Learning provides authentic opportunities to work with the Spanish language and Hispanic culture.
• It’s fulfilling for students and teachers. Instead of worksheets and rote memorization, students finish their projects with a sense of accomplishment and purpose—which also results in happy and fulfilled teachers. This is a win-win situation!

Special, interactive projects can make learning Spanish all the more fun. The excitement and interest could be further amplified when you use fantastic content as learning material, such as the kind you’d find on FluentU .

With FluentU’s diverse and growing library of authentic content, students learn and live Spanish in an immersive fashion. With video clips from Spanish media like movies and TV shows, you’re sure to find content that can work wonderfully as a basis for a project.

And FluentU’s integrated teaching tools make it simple to monitor your students’ progress as they complete exercises and review the newly-learned material.

Exposing students to life through project learning isn’t a radical concept—it’s a practical and effective method that begets positive results.

And with these Spanish projects, you can engage your students in some real-life problem-solving that will get their creative juices flowing and employ their critical thinking skills.

All this while they practice using the Spanish language in an authentic, natural way! 

For more creative ideas, check out our post on Spanish art projects next.

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Spanish Speaking Countries of the World LESSONS made easy! Maps, lists, printables, quizzes, puzzles, RESOURCES!

When do YOU teach the Spanish-speaking countries of the world (and capitals, of course!)?

I have ALWAYS taught Spanish Countries and Caps at the beginning of the school year .  I think it’s good for our students to have a basic knowledge of where the Spanish-speaking countries ARE as they begin their Spanish study.  Logical enough.

Ever have one of those, “duh” moments?  Yeah, me too.  It didn’t occur to me until recently that I could be teaching this at ANY time of year.  DUH.  Of course I can!  I can teach this WHENEVER I want and however I want. Just because I’ve “always done it that way,” doesn’t mean I need to continue doing it that way. Maybe there’s a better way?

I’ve been considering teaching the Countries and Caps at the BEGINNING of the school year  AND then revisiting it again SEVERAL TIMES throughout the year!

Isn’t the point that I want them to actually KNOW and REMEMBER the Spanish-Speaking countries and capitals? Not just memorize them for a quiz??

Not only is it important for students to be able to locate these countries on a map, but I want them to make a connection with these countries beyond the map. That’s why I will continue teaching them throughout the year with cultural CI reading lessons like “ Viaje Veloz ,” and will revisit the maps too.

I put together this big packet of printables and resources: Spanish-Speaking Countries of the World .  It’s got me covered for the entire school year!

I’ve broken the packet up into sections to keep myself organized:

Section A has a bunch of resources for learning and practicing the Spanish Countries and Caps:

– Tips, Hints & Strategies for teaching the Spanish-Speaking Countries – Fact Scavenger Hunt – Blank Maps of the Spanish-Speaking Countries – Spanish-Speaking Countries Word Search – Spanish-Speaking Capitals Word Search – Countries and Capitals Scramble – Matching Squares Puzzle – Current Event Articles

I will be using these not only as Spanish class HOMEWORK assignments, but also as FAST FINISHER activities, partner pair work and emergency substitute plans.

Please comment below and let me know WHEN you teach the Spanis-speaking Countries and Caps during the school year!  I’d love to know what everyone else does!

Not enough. I think at my school we do it in Spanish 1 (some time in Middle School). I review them with my Spanish 4 students.

I talk about the countries several times throughout the year, my first quarter project is on the countries, then in that long slog through March, when we don't get a spring break, I teach the countries and capitals to take a break from grammar and vocab.

I am teaching them right now and getting ready to create my first Kahoots for practice.

I teach them this content at the end of the first trimester. We mention them throughout the trimester but we use it as a break between all previous content and end of term exams. Students present a group project on their choice of country, do a word search, complete map work, do a matching exercise on capitals then end with a quiz which incorporates mapwork.

We teach it during Hispanic Heritage Month. I also think this is not enough and try to revisit during the year.

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Speaking Latino

Teach and Learn Real World Spanish

Spanish-Speaking Countries Spanish Class Activities and Resources

2. Lesson Plan – Exploring the Continents: South America E-Book [MEMBERS] –  At the end of the activity, students will have learned about the 9 Spanish-speaking countries in South America. They will also review the family and travel vocabulary in Spanish.

3. Article – ¿Cuál es el origen del nombre de cada país de América Latina? – A BBC article in Spanish that will be very interesting to explore with your students.

4. Article – ¿Cuál es el origen del nombre de las capitales de América Latina? – This BBC article in Spanish explores the origin of the names of the capital cities in Latin America.

5. Printables – Maps of Spanish-Speaking Countries – A set of maps to use in class to learn about the Spanish-speaking countries.

6. Posters – Scenes from Latin America and Spain [MEMBERS] –  A set of 54 tabloid size (11″ x 17″) printable posters with scenes from Latin American and Spain. Organized by country. 

8. Presentation – Spanish-Speaking Countries: Where can I use this language?  – Features key points of each Spanish-speaking country including the United States.

9. Project – Travel Brochure or Poster – Complete instructions for students to create a travel brochure about one Spanish-speaking country. They also prepare a presentation to use for their oral report.

10. Worksheet – Location of Spanish-Speaking Countries – Students use a map to answer questions (in English) about the locations of the Spanish-speaking countries.

11. Worksheet – Spanish-Speaking Countries – A blank notetaker for students to complete with the names of the Spanish-speaking countries and their capitals.

13. Spanish Song – La Gozadera by Gente de Zona ft Marc Anthony [MEMBERS] – Great song to practice Spanish-speaking country names.  Includes three cloze versions, lyrics, artist bio and link to the song video.

15. Crafts – Hispanic Inspired Crafts for Kids – These fun projects for “kids” can be easily used with middle and high school students too.

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Spanish Language Learning Resources

The 1562 map of the Americas titled "Americae sive quartae orbis partis nova et exactissima descriptio" (Latin: "The Americas, or A New and Precise Description of the Fourth Part of the World") by Diego Gutiérrez and engraver Hieronymus Cock.

Wikimedia Commons

This Teacher’s Guide compiles some of the best online resources for teaching Spanish to students new to the language, as well as to heritage and native speakers. Resources include both those intended primarily for language-learning, as well as a more limited selection of Spanish-language materials for other subjects, such as math, art, and social studies. “General Resources” contains links to a selection of materials suitable for many different proficiency levels. Resources grouped by level are further classified as “Online Content,” including resources that can be used flexibly in support of many different learning objectives, or “Open-Access Textbooks and Lesson Plans,” which offer more structured activities and may include several weeks’ worth of curriculum.

Esta Guía para Profesores recopila algunos de los mejores recursos en línea para enseñar el español a estudiantes nuevos en el idioma, así como a los estudiantes hispanoparlantes. Incluidos aquí están recursos para el aprendizaje del idioma, juntos con una selección más limitada de recursos para otras materias como la matemática, el arte y los estudios sociales. En la sección "General Resources" (Recursos Generales) se encuentran enlaces a una selección de materiales adecuados para varios niveles de competencia. Los recursos agrupados por nivel están clasificados como "Online Content" (recursos que se puede usar en apoyo a una variedad de objetivos de aprendizaje) u "Open-Access Textbooks and Lesson Plans" (actividades más estructuradas que muchas veces incluyen unidades curriculares enteras).

Guiding Questions

How can students use Spanish to engage with their communities in new ways?

What are some ways to incorporate authentic Spanish-language media into the Spanish classroom?

The following links contain resources for a wide range of Spanish proficiencies.

• DuoLingo : A free language-learning site appropriate for grades 6-12. Activities are online and independent, and could serve as homework assignments or an optional study resource for students.
• Español Abierto (University of Texas at Austin): A collection of language resources compiled by the University of Texas at Austin. This site includes a selection of resources devoted specifically to heritage learners: see Listos and Heritage Spanish .
• Mis Cositas : A collection of language-learning resources, including worksheets, short stories, lesson plans, video and audio, and realia. Most content is appropriate for younger learners, including heritage learners.
• Procomún (Ministerio de Educación de España): Procomún is a database of open-access educational resources, including interactive activities, lesson plans, presentations, and other classroom materials. You can sort resources by subject area, content type, and grade level.
• Recursos educativos abiertos (Ministerio de Educación de España): This site offers lesson plans and projects grouped by grade level (from preschool to professional development) and subject. Most content is project-based and allows students to develop different language skills as they work on portfolios, exhibitions, or other individual or group projects.
• SpanishListening.org : This site offers thousands of video interviews with native Spanish speakers. You can filter interviews by difficulty level, interview topic, country, and grammatical concept. Each interview is accompanied by a transcript and a multiple-choice listening comprehension quiz.

Online Content

• About : This site introduces Miguel de Cervantes and his novel Don Quixote to Spanish-language students through engaging interactive activities. The novel is adapted for young viewers in brief animated videos narrated in Spanish. Students can use the site independently to play literacy and mathematics games. The site’s Guía Didáctica offers ideas for incorporating the videos and interactives in the classroom.
• Audience : Young native and heritage speakers; intermediate Spanish learners.
• Ideas for using this resource : Develop aural comprehension by listening to the story videos in class, pausing to identify new words and check comprehension. The literacy and mathematics activities can be completed independently once students have learned to navigate the site. As students proceed through the story, ask them to create lists of adjectives to describe Don Quijote and Sancho Panza. These lists can then be used to practice writing complete sentences describing the characters.
• About : This is a highly interactive site using children’s stories and illustrations to teach vocabulary, grammar, and arithmetic. Students read and listen to stories and complete interactive or printable activities based on what they see and hear.
• Audience : Stories and activities are grouped by intended age range: 3-5, 6-8, and 9-11. The content can be adapted to meet the needs of both native and heritage speakers and Spanish learners.
• Ideas for using this resource : Students can listen to the recorded stories and follow along in the provided text versions, developing aural and reading comprehension skills. After reading and listening to a story, ask students to draw a new chapter for the story, or use the story’s characters to start a new adventure. Older students can write several sentences explaining their drawings.
• About : This site for young learners tells the story of Serafín the snail through animated video and rhyming narration. The animation is accompanied by both audio and written versions of the narrative.
• Audience : Beginning to intermediate young learners, including heritage speakers.
• Unfamiliar words and phrases
• Characters in the story, what animal they are, and their physical characteristics
• Dangers faced by Serafín on his adventure
• Pairs of rhyming words
• Places Serafín travels and what he finds there
• Students can create a storyboard or comic strip of Serafín's next chapter: what happens after the story ends? Older or more advanced students can write rhymes to accompany the narrative they create.

Open-Access Textbooks and Lesson Plans

• About : In this lesson plan, students learn the colors in Spanish through music, listening, and reading comprehension activities. They will be able to identify the colors of common objects and form complete sentences describing an object’s color.
• Audience : Beginning younger students.
• Ideas for using this resource : To extend this lesson, the resources in the free textbook Juego y Aprendo con mi material de preescolar (Segundo grado de preescolar) provide images, mosaic tiles, and hands-on crafts students can use to reinforce their knowledge of color vocabulary.
• About : This lesson introduces students to the daily lives of families in Mexico, Spain, and Puerto Rico through multimedia resources covering architecture, holidays, food, art, and pastimes. Students will also learn vocabulary to talk about family members in Spanish.
• Audience : Beginning students
• Ideas for using this resource : This lesson plan helps students think critically about the diversity of Spanish-speaking families by comparing and contrasting family life in Mexico, Spain, and Puerto Rico. It might be used to introduce research projects about culture and traditions in other Spanish-speaking and Hispanic communities, including those in the United States.
• About : This is an online activity book for the second grade of preschool in Mexico, with visual resources for teachers to use for student activities. Covers basic household vocabulary, colors, shapes, people, and a visual history of Mexico. Pages 75-82 contain suggestions for teachers to use the materials in the classroom.
• Audience : Beginning younger students (preschool to grade 1).
• Ideas for using this resource : This book contains a variety of printable crafts that students can complete in class or at home. Most of the activities are interactive, asking students to cut out shapes, scenes, or puzzles, and practice basic Spanish vocabulary. Possible extensions of the activities described in the textbook include asking students to identify colors, shapes, and everyday objects in the classroom; creating their own mosaics from colored paper and identifying colors and shapes in Spanish; and drawing instructions for an activity they like to do and explaining the steps involved.
• About : This is an online activity book for the third grade of preschool in Mexico, with visual resources for teachers to use for student activities. Pages 39-42 contain suggestions for teachers to use the materials in the classroom.
• Ideas for using this resource : This book contains a variety of printable crafts that students can complete in class or at home. Most of the activities are interactive, asking students to cut out shapes, scenes, or puzzles, and practice basic Spanish vocabulary. Possible extensions of the activities described in the textbook include having students draw the sequence of their morning or evening routine and describe the steps involved; create their own characters by mixing and matching body parts and narrating stories about the figures they invent; create their own shadow puppets and working together to put on a show, narrated in Spanish.
• About : This online textbook provides textual and graphic introductions to the visual and performing arts. The book is organized into 28 lessons that include independent and group work.
• Audience : Advanced beginners to early intermediate students.
• Ideas for using this resource : This resource would be especially valuable in a bilingual context in which students take art classes in Spanish. The lessons in the book can be used as self-contained activities or a complete curriculum.
• About : This online textbook offers instruction in basic literacy and aural and reading comprehension. The book is organized into five sections meant to be used sequentially.
• Ideas for using this resource : This textbook is appropriate for students who are beginning to learn to read and write. While organized into a series of five sequential chapters, many of the activities, including those for which there are printable materials in the back of the book, can be used on their own.
• About : This online textbook offers a project-based approach to Spanish literacy. Divided into five chapters with two to three projects each, students build reading, writing, listening, and speaking skills through individual and group work. The projects are designed to encourage students to connect literacy with daily life, as they create posters, write news articles, and prepare foods from recipes in Spanish.
• Audience : Early intermediate students.
• Ideas for using this resource : This textbook is appropriate for students who have developed beginning reading and writing skills. The project-based approach allows students to pursue topics of interest while continuing to develop their literacy and communication skills. While the book is organized into five chapters meant to be taught sequentially, the projects and printable activities at the end of the book can also be used as standalone lessons or assignments.
• About : This interactive site showcases the life and art of Cuban-born Pop singer, Celia Cruz, with documents, photographs, and video and audio clips of her performances.
• Audience : Intermediate to advanced students.
• Create copies of lyrics to some of Celia Cruz’s songs, omitting key words. Ask students to listen to the songs and fill in the blanks.
• Have students create a timeline of Cruz’s life, using images from this site or from outside research.
• Ask students to research one of Cruz’s most famous songs and explain its cultural referents and resonances, using this site and outside research to understand the historical and cultural context for Cruz’s work.
• About : Videos of exhibits and famous artworks in the Museo del Prado help students develop listening comprehension as they learn about art history.
• Ideas for using this resource : Students may use these videos as part of research projects about artists or major works of art.

These textbooks, produced by the Mexican Secretaría de Educación Pública, provide a wealth of activities, projects, and lesson materials across a variety of subjects. While each book is ordered in a series of sequential chapters, many of the projects and lessons can be used as standalone activities.

• Español (Cuatro de primaria)
• Español (Quinto de primaria)
• Español (Sexto de primaria)
• Educación Artística (Tercero de primaria)
• Educación Artística (Quinto de primaria)
• Educación Artística (Sexto de primaria)
• Geografía (Quinto de primario)
• Historia (Quinto de primario)
• Geografía (Sexto de primario)

Note:  These resources may be helpful for students enrolled in both AP Spanish Language and Culture and AP Spanish Literature and Culture .

• About : Students can read world news in Spanish on BBC Mundo.
• Audience : Advanced to Advanced Placement students.
• Challenge students to read or listen to three news articles a day in Spanish, keeping a record of new words and phrases they learn. These words can become the basis for a class vocabulary list.
• Ask students to find an article of interest on BBC Mundo and an English-language news article on the same topic. Ask them to compare the coverage of the event in each source and use this analysis to write a paragraph (in Spanish) about the differences and similarities between the two sources.
• Ask students to curate a selection of articles about a particular topic, writing an introduction giving an overview of the topic and creating a glossary of important vocabulary words and phrases. These annotated articles could become a resource for other students curious about the topic but with more limited Spanish proficiency.
• Using BBC Mundo articles for guidance, have students write their own news articles about events in the school or local community. They should create strong, attention-grabbing headlines, conduct research, and model their writing on the articles in BBC Mundo. For an added challenge, ask students to write news articles about the Spanish-speaking community in your area, conducting at least two interviews with Spanish speakers. Students’ articles can be compiled into a Spanish-language newspaper.
• About : Lecturas Paso a Paso offers a selection of excerpts from Spanish books, classified by complexity. Each excerpt is accompanied by a glossary of vocabulary words and idioms, pre- and post-reading exercises, and information for instructors about the difficulty of the material and learning objectives for the lesson.
• Audience : Intermediate to Advanced Placement students.
• Ideas for using the resource : The readings in Lecturas Paso a Paso are substantial, so students should have ample time to read them and look up unfamiliar words. The pre- and post-reading activities can be completed independently or in groups in class.
• About : Radio Ambulante is a Spanish-language podcast that offers narrative episodes about current events, culture, and history in Latin America.
• Ask students to select a podcast episode and work in small groups to present the context for the episode, its content, and questions for discussion and debate ( Professor Alberto Bruzos Moro offers resources and additional suggestions ).
• Ask students to work independently or in small groups to create Spanish-language podcasts, incorporating interviews with Spanish-speakers from the school or local community.
• About : In these videos, native speakers complete various language tasks (for example, talking about their first job, favorite foods, and so on). For each such task, there is a simplified example in which the narrator speaks more slowly, along with several examples of native speakers from different countries. All videos are accompanied by Spanish and English transcripts, which can be turned off. Along with the videos, the site provides a glossary of useful vocabulary words and sentence structures, as well as a brief explanation of the grammatical concepts used in the video. The videos are sorted by difficulty level.
• Ideas for using this resource : These videos can be used to develop listening comprehension, as well as to help students become more comfortable discussing different topics. You might use them to introduce and model grammatical concepts and vocabulary that students will be expected to integrate into their own speaking or writing.
• About : Voices of the Hispanic World offers hundreds of videos of native speakers from throughout the Spanish-speaking world. In addition to Spanish, indigenous languages such as Quechua and Aymara are represented in the video archive. You can filter videos by country, conversation topic, and linguistic feature—a unique feature that is helpful for introducing students to nuanced pronunciational differences between various Spanish dialects or between English and Spanish.
• Ideas for using this resource : This resource is a wonderful tool for increasing students’ awareness of the diversity of Spanish dialects, and for developing their aural comprehension of these many dialects. Listening to multiple speakers with different dialects speaking about the same topic would be a particularly instructive use of the source, allowing students to compare not only what the speaker says but also how they pronounce different words and sounds. Videos may also be viewed to help students with particular linguistic tasks, such as the pronunciation of “b” and “v.”
• About : This site provides four problem-based curriculum units designed to be used over three to four weeks of class time. The units are structured around debates—for example, the secession of Cataluña from Spain—that ask students to carry out both guided and independent research to propose a solution to the problem posed.
• Compare the experience of working on a set problem to that of identifying a problem in your own community.
• What skills do you feel you developed through this process?
• How did you use Spanish in this project? How has your knowledge of or comfort in the language changed during this project?
• About : This curriculum contains three lesson plans that ask students to work with the magical and real elements in García Márquez’s most famous novel. While the lesson plans are written in English and use the English translation of García Márquez’s Cien años de soledad , students comfortable reading literature in Spanish could work with the original Spanish text, or excerpts of it, and the lessons could be expanded to incorporate several of García Márquez’s short stories. A good place to start is the short story “ Los funerales de la Mamá Grande ,” which is also set in Macondo and which incorporates characters students will recognize from the novel.
• Audience : The EDSITEment lesson plans can be used with high school students of varying levels of Spanish proficiency. Advanced and Advanced Placement students may be asked to read sections of the novel in Spanish, or to read a short story in Spanish to extend their study of magical realism in García Márquez’s work.
• Working with the first chapter of One Hundred Years of Solitude and the short story “Big Mama’s Funeral,” discuss the portrayal of female authority and agency in Macondo. Consider in particular the titular character of “Big Mama’s Funeral” and Úrsula Iguarán in One Hundred Years of Solitude.
• García Márquez is known for his remarkable introductory sentences and paragraphs. Before reading the entire novel, conduct a close reading of the first paragraph of One Hundred Years of Solitude . What themes appear? (These can be quite broad, for example: violence, scientific discovery, naming and language, Biblical references, discoveries (scientific and historical), gender relations, and so on.) Ask groups of students to select a theme and trace its manifestations as they read the rest of the novel. Their notes can become the jumping-off point for an extended essay or presentation about the development of their chosen theme throughout the work.
• A selection of Gabriel García Márquez's archive has been digitized by UT Austin, where his papers are held. The curriculum unit asks students to work with his photographic archive, but students who can read Spanish can explore more of the archive, which includes manuscripts and early printings of several of his short and longer works, scrapbooks, and personal papers. Students can select an item from the archive and do a "close reading" of the document or artifact, connecting it to what they have learned about García Márquez's life and work.
• About : This EDSITEment curriculum includes two lessons about Sor Juana Inés de la Cruz, a female poet living in seventeenth-century New Spain. Students learn about the historical context in which Sor Juana lived, as well as the Golden Age in Spanish literature. They analyze two sonnets (“A su retrato” and “En perseguirme, Mundo, ¿qué interesas?”), Las Redondillas, and selections from Respuesta a Sor Filotea de la Cruz.
• Audience : Advanced to Advanced Placement students, especially AP Spanish Literature students.
• Ideas for using this resource : While the lessons in this curriculum could be used on their own, together, they provide a fuller picture of Sor Juana’s life and work. The lessons include a mix of analytical and creative assignments that students can compile into a portfolio or use to create an exhibit exploring the continued resonance of Sor Juana’s work in our contemporary world. They also provide a scaffolded introduction to analyzing complex Baroque poetry and could be used as a starting point for students to work with other poems and authors from the period. In addition to providing genre-specific resources, the lessons help students identify, analyze, and use literary devices in Spanish, skills that are easily transferable to the analysis of other genres of Spanish literature and to students’ own writing.

Related on EDSITEment

Hispanic and latino heritage and history in the united states, the mexican revolution, esperanza renace: aprendiendo a no temer el comenzar de nuevo, origins of halloween and the day of the dead.

Spanish Speaking Countries and Nationalities Reference and Assignment

• PDF Frequently assigned in Easel

Also included in

Description

This resource contains the 21 Spanish Speaking Countries in both Spanish and English, and the Spanish nationality for each country. Included:

• 2 reference versions, each reflecting a different way of saying Nicaraguan.
• Assignment page containing Spanish and English countries. Students supply the nationalities.

Created by Sue Summers

Please click here to see more of my Spanish speaking countries materials.

Please click here to see more of my Spanish materials.

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