Authentic Back to school Commercials and activities for Spanish class!


  Get students talking at every interval!

I love my Spanish class, but I have to admit, It would be difficult to get the conversation going without sounding contrived or sacrificing free form for a more formulaic model. Year after year I am always exploring ways to get the students talking. This year, I took a slightly different approach.  I decided to include more visual stimuli while expanding the opportunity for more  comprehensible input. If you do not know what comprehensible input is, please click on this link comprehensible input as it may explain why students have a difficult time grasping language- it did for me.  In a nutshell it is providing students with rich, varied and slightly challenging language input before they are expected to output. I was recently at the ACTFL conference and I heard one of the presenters give the analogy of a sponge (recycling from a teacher at her school). The sponge soaks up the water, and then when you wring it out, it produces!  

Now that we are in the school unit of our curriculum, I am have amassed a few resources that I use with students for them to practice their vocabulary and also structures in the interpersonal mode. Using these resources have transformed my lesson and I have to say, I am truly impressed with the results- videos coming soon!

Argentine School Supplies Video 

I found this really cool video on Pinterest. It is an Argentine commercial about school supplies. It is rebonito and the kids loved itArgentine School Supplies Video . Here is with my students: 

1. Watch the video through without taking notes. 

     First, I had students view the video without their notes- remember input is king here! This may be a no-brainer to most teachers but usually I have student take notes on everything!  This time I thought about how distracting taking notes could be and how much more they’d be able to withdraw from their “language ATM.  In addition, taking notes the first watch precludes students from watching the video as a whole, spikes up their affective filter and is overall not beneficial to the language learner.  

Post viewing student engagement activities 

After watching the view, they describe the characters and any words they might have heard. 

2. Watch the video for a second time and then use the note taking sheet. 

3. Students then draw from their notes and discuss the video.  

4. Class discussion- after students have written elements of the video they have seen.  We have a class discussion about the video. Since we learned interrogative words, they use those words to ask questions and follow up questions of other students. I ask them a ton of questions about the video in addition to allowing them to ask each other.  I sit back with my “ACTFL” modified class rubric and take notes on their language abilities. I am not grading them but collecting soft data. 

Notes: Students also were exposed to the verb gustar so they talked about the boy in the video liking the girl, the pen with the flower (we had just wrapped up our Day of the Dead Altars). 

How to extend this video activity?

This year, I will add the following activities to my lesson (this was done at the beginning of last year)  

– True and false  activity

-Match activity for the vocabulary 

-Have students create a mini/simple back story.

Viewing with a purpose- Detective work 

The second video I showed students was one I also found on Pinterest. It may be part of a text book program. Again, I followed the same protocol as above with one variation- the students had to watch the video a third time and take the role of a detective to report the students whereabouts. This activity was sooo fun!!!  

School in Spain Video- School in Spain

1. Watch the video through without taking notes. 

2. Watch the video for a second time and then respond to questions in groups. Click here for activity Video Worksheet- School in Spain.

3.  Discuss the video as a class with the worksheet. I usually give the Writing for a Purpose Activity as an exit slip. 

While students are talking in groups or individually, I usually circle around with my board to take notes on their communicative proficiency and competence.

Let me know how it goes!