Students having English as their first language shouldn’t be afraid of Spanish phonetics because they’re going from a very complex system into a much simpler one. Vowels in Spanish do not vary in length or pitch, and when a variation occurs it is not meaningful. Much of Spanish pronunciation is phonetic (things are pronounced the way they look), although students may struggle to become familiar with the Spanish “r” sound (rolled on the top of the mouth) and the fact that “ll” is pronounced as a “y” sound.
For example, “piso” (pronounced “PEA-so”) means “I tread,” “floor,” and “apartment. ” “Pisó” (pronounced “pea-SO”): “s/he/it treaded,” leading to misunderstandings in both languages if not mastered properly. Compare the English words “command” & “transfer” when you shift the stress, to show students the difference between stressing the second syllable or the first syllable. Spanish is a relatively easy language to learn (especially when compared to the thorny English language with its incongruous spellings and word meanings).
Show students online resource and websites that show conjugation charts. Make it clear to the students that these are foundational, and they need to memorize regular verb conjugations, as well as the irregular verbs. [2] X Research source Explain that verb tenses in Spanish are conjugated with who is doing the action or subject. Depending on the pronoun, Spanish has both formal and informal ways to address another person (which will affect conjugation).
Spanish, unlike English, has both an informal “you” (tu) used when speaking to peers, and a form “you” (usted), used when speaking to elders. Clarify to students when they should use each form, but encourage use of “tu” in the classroom. You will also need to teach students gender, as nouns in Spanish have either masculine or feminine gender.
Spanish has many cognates (words that have similar sound and meaning) with English. For example, you students can easily tell what “hamburgesa” means. [4] X Research source This is where many experienced Spanish language teachers talk about Spanish for tourism, Spanish for work, or discipline-specific vocabulary. [5] X Research source Since you are teaching students, it can be useful to teach vocabulary related to school supplies and academic studies. Also teach vocabulary related to common interests for teens: food, technology, music popular media (TV and film), etc.
Encourage your students to make mistakes and try for more complex phrases and ideas. Correct your students if they make serious or frequent errors, but in general, your role should be to encourage students and push them forwards, not to criticize them.
¿Quién va repartir los cuadernos de trabajo hoy? (“Who is going to distribute the workbooks today?”) ¿Alguien ha visto un texto en Español de camino al Colegio? (“Has anyone read a text in Spanish on their walk to school?”) ¡Venga, que tenemos mucho trabajo! (“Come, we have a lot of work!”) ¡Vaya trabajo chapucero, lo siento pero vas a tener que repetirlo! (“You’ve done sloppy work, I’m sorry but you’re going to have to repeat it!”) ¡Muy bien, cada día trabajas mejor! (“Very good, each day you’re doing better work!”)
For instance, “Who’s Who” is a game that provides plenty of activity. This kind of approach often promises to deliver plenty of Spanish language/culture skills to students. Divide students up into pairs or small groups, and ask them to have a short conversation. [8] X Research source More experienced students may be able to act out a short, funny skit in Spanish.
Common national foods of Mexico and Spain. Mexican holidays, like Day of the Dead. Pronunciation differences between Mexican/Latin American and European Spanish (including the Castilian “lisp”).
Put items like numbers, days of the week and colors up front. These helpful single words are used in a vast variety of situations, and when students get these lists in their head, they are more able to form Spanish sentences. Rhymes and songs are powerful tools to convey them.
Once students can speak enough Spanish to be conversant—usually around their third year of high-school Spanish—you can mandate that students speak only Spanish in your classroom. At this point, your students will understand the language well enough that you will not need to speak English to them at all.
