Hello colleagues!

I would like to share with you my classes. I am going to divide this page in few different sections such as cultural Spanish aspects, speaking activities, writing exercises and skills or simply ideas for your future Spanish classes or even any other language class.



  • CULTURA MUSICAL B1/B2 LEVEL: You will find few links with different types of music, some of them from Latin America and others from Spain. I think that the music is a very important cultural aspect that most of the students don’t know and they should. What I usually do: First, I do a brainstorming with all the types of music, artists, singers, songs… that they know, after I complete the information on the board and then I use the power point. I don’t show them the video, they have to guess the singer, the type of music and te country. It’s kind of a competition game so I give them one point for each of the right answers.
  • CULTURA CINEMATOGRÁFICA B2/C1 LEVEL: In this section, I always do a brainstorming about actors, directors, movies… I complete the information on the board and then we talk a bit about Spanish and Latin American movies (sorry because I include more about Spanish movies, I know this market better than the Latin American one). I give them some ideas for watching different films at home and then we use a game called I have already done it, so you can find mine on website, if you don’t like or you would like to change the questions, you can also create one. Students really like it 🙂 (The film Tropa de Elite is not from a Spanish speaking country, it’s about Brazil but I like it because it also shows the reality of another Latin American country).
  • CULTURA NACIONALIDADES A1/A2 LEVEL:  There are a lot of Spanish speaking countries around the world, my students usually don’t know them all, they don’t even know that there are so many! What I first do it’s to ask how many Spanish speaking countries they think there are and then we try to mention most of them. After this brainstorming, we play a team competition game. They see a flag on the board and they have to guess: the country, the capital and also the male and female nationalities. I give them one point for each right answer. At the end of the class, we describe our flags.
  • LAS TAPAS A1/A2 LEVEL: Most of my students don’t really know what a tapa is. They usually think that it’s a traditional dish, they don’t imagine that it can be no matter which and also that a tapa is about the size! As always, we do a brainstorming, some of them might know it because they have already visited some Spanish cities. When we talk a bit about the different tapas they have eaten and the cities they have visited, we learn new vocabulary related to the subject, like for example: tapa as a noun, tapear as a verb, el tapeo as an action or the most common expressions they can use.
  • LA CARTA DE MOTIVACIÓN Y LA ENTREVISTA C1/C2 LEVEL: A lot of students want to improve or learn another language because their aim is to get a better job position or to include their language level in their CV. With the advanced groups, I also check how to do a Spanish cover letter and a CV. We also practise in class how an interview can be, the questions and answers in Spanish. I give them few tips, they usually do their cover letter and CV at home, after that we all check the spelling mistakes in class. Moreover, students also practise with more questions that you’ll find here: PREGUNTAS DE ENTREVISTA.
  • LOS TÓPICOS TÍPICOS ESPAÑOLES B2/C1 LEVEL: It’s a common and funny topic. My intention is to clear the clichés up and make the students talk a bit in Spanish. Students also can talk about the clichés in their own countries or other types of traditions.
  • EMPRESAS ESPAÑOLAS B2 LEVEL: This is a topic that I use overall in Spanish classes which have a concrete purpose, like for example on business or communication courses. We talk about International Spanish Companies. I also complete my power point with a comprenhension reading and a writing expression (of the same topic).
  • CULTURAL KNOWLEDGE QUIZ: Divide the groups into three teams. Under the supervision of one of the teachers, Each team should write 2 questions related to different categories: music, geography, history, fun facts… They should also write the answers on a different sheet. One question should be easier and the other one harder. They can use internet for doing this part of the game. After 15 minutes +/- deciding about the questions, each team receives two Quizzes (one for each other team). They have to answer without using the phone (teachers are supervising and not participating), only one answer should be written on the Quiz’s paper. The time is over once one of the three teams have finished. Teachers correct the answers and give them the final points after counting.
  • COMPETITION: Teachers write questions related to different topics. Divide the group into teams. A teacher hides the sheet with the questions. One person of each team should run and look for it. Once, they find it, they need to remember the question, go back to their team and decide the answer. After writing down the answer, another participant of each team should do the same, run and find the questions’ sheet, remember the second question… The game finishes when one of the teams have completed their answers’ sheet.


  • DEBATES B2/C1 LEVEL: Debates are a great option to make your students talk. First of all, we study how to express opinions, agree/disagree, ask, suggest… What I usually do it’s make them choose a controversial topic on a piece of paper (I make an exception even if I don’t really like to talk about politics, sex or religion topics in class). I pick one of them up and I give them 10 to 15 minutes to write their ideas down, only ideas, no sentences!! After, I split the group in two, half of the class agree and the other half disagree  (even if they agree or not). Then, they debate during 20 minutes aproximately. During the discussion, I take notes about their oral mistakes. Finally, we comment the mistakes.
  • CLASE DE INTRODUCCIÓN A1/A2 LEVEL: In this PPT, you will find some activities that I use with my students the first day. Sometimes, I use a test on to know their Spanish level (if they already had previous classes). If not, I directly use a star, I write five personal informations on each point and I let them make me questions (I can only answer yes or no). After that, they can do the same. From time to time, I also use a clover image to ask them few questions. If they don’t know each other yet, another activity can be to stand up and ask questions to their mates, they have to find someone who has already done something on the list. If they already know each other, they write their names on a piece of paper. Students must take a piece of paper randomly and write a positive comment about the student they have chosen. After that, we read them all out loud.
  • PRODUCT’S PRESENTATION B1/B2 LEVEL OR HIGHER: Students in small groups have to invent a new product. They must describe the product, its characteristics and try to sell it. They should also invent a slogan and a song (music is optional). They can use a poster or a presentation tool. The presentation should take 15 minutes and every team’s member must take part in it. Teacher will evaluate their work as a jury.
  • FINDING JENNY A2 LEVEL:They need to find where Jenny is. Separeted into teams but working all together. They have a common map on the table and everyone has a small piece of paper with few data related to Jenny’s day. For instance: Jenny was in Franklin Roosevelt street around 9 a.m., she was heading to the high school… They need to ask each other questions to know where Jenny is, the itinerary she did… Students cannot talk in their mother tongue and they cannot show their pieces of paper, they must talk (teachers will supervise the activity). The first team finding correctly where Jenny is wins.
  • ALIBI B1/B2 LEVEL: Teachers divide the group into two teams. One team: they are police officers. Second team: suspects. For example: A phone was stolen at 10:00 a.m. (the crime is not really important for this game). Police officers have to prepare 10 questions, every police officer must write down every question, it must be the same for everyone. “Criminals” must prepare an alibi: where were they?, what were they wearing?, why were they at that place?… After 30 minutes’ preparation (supervised by teachers), every officer takes care of every criminal individually, it’s a one to one. Officers take notes of their answers. After asking all que questions, we gather all together and check if everyone answered the same. If they have 3 questions where they all didn’t have similar answers, criminals are guilty.