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\n\"Irregular\n\n
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\nIrregular Preterite worksheet\n

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\n\nFor Students\n\n7th - 9th\n
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\nHave your beginning Spanish language learners practice conjugating with verbs that are irregular in the preterite form. Three exercises are provided here. The first requires language learners to rewrite a series of sentences in the...\n
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\n\"Practica\n\n
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\nCurated OER\n
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\nPractica de pronunciación y ortografía: ma, me, mi, mo, mu\n

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\n\nFor Students\n\n6th - 8th\n
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\nListening is a very important part of developing foreign language skills. Guide your beginning Spanish class through this basic activity. As you read each word, have your listeners attempt to write in the missing syllables. The target...\n
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\n\"¿Qué\n\n
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\nCurated OER\n
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\n¿Qué significa el dibujo? La diversion.\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nThis activity works well for beginning Spanish language learners or native Spanish speakers who are being assessed on visual comprehension. There are five pictures, and each picture has four sentences next to it. The learner must choose...\n
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\n\"¿Qué\n\n
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\nCurated OER\n
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\n¿Qué significa el dibujo? 2\n

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\nAssess your beginning Spanish speakers and their understanding of written text. They look at the picture on the right side of the page and read the sentences on the left, choosing the one that correctly describes the picture. Consider...\n
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\n\"¡No\n\n
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\nCurated OER\n
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\n¡No robes los peces! \n

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\n\nFor Students\n\n5th - 7th\n
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\nYour beginning Spanish speakers read the short reading passage about a girl, her cat, and a fish. After reading, have them answer the three multiple choice questions and the one short answer question provided. The answers are on the...\n
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\n\"Feelings\n\n
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\nFeelings\n

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\n\nFor Students\n\n6th - 8th\n
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\nCan your beginning Spanish class express their feelings? Provide them with this practice opportunity to test both their vocabulary development and their ability to conjugate the verb according to the subject used. Great practice!...\n
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\n\"Comprensión\n\n
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\nCurated OER\n
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\nComprensión de lectura: lee y contesta las preguntas\n

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\n\nFor Students\n\n6th - 8th\n
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\nWhy is reading so important? Beginning Spanish learners read a passage about school and learning to read. Then, they answer the six multiple choice questions that follow. Have them highlight the text where they find the answers to really...\n
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\n\"Clothing\n\n
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\nClothing Vocabulary\n

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\n\nFor Students\n\n7th - 8th\n
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\nReview clothing vocabulary with your beginning Spanish speakers before providing them with this exercise. There are 23 questions, and pupils must select which word fits in each sentence correctly. Some of the words might prove tricky for...\n
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\n\"Food\n\n
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\nCurated OER\n
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\nFood\n

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\n\nFor Students\n\n6th - 8th\n
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\nYour beginning Spanish speakers have heard different food related vocabulary, but do they know how to spell the words they've heard? They read through the 32 sentences and decide which word fits the best. There are between three and five...\n
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Lesson Plan
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\n\"Hacer\n\n
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\nCurated OER\n
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\nHacer Weather\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nDescribe the weather with this worksheet. Beginning Spanish speakers identify the correct word to complete each of 22 sentences provided. \n
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\n\"Indefinite\n\n
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\nCurated OER\n
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\nIndefinite Articles\n

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\n\nFor Teachers\n\n6th - 9th\n
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\nAfter introducing your beginning Spanish speakers to indefinite articles, provide them with this quick practice opportunity. For each word provided, learners choose from four indefinite articles. There are 32 questions. \n
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\n\"Indirect\n\n
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\nCurated OER\n
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\nIndirect Object Pronouns\n

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\n\nFor Students\n\n7th - 9th\n
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\nBeginning Spanish language learners review indirect object pronouns with this resource. Pupils choose the indirect object pronoun that completes the sentence the best. \n
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\n\"Nada/Nadie/Nunca\n\n
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\nNada/Nadie/Nunca\n

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\n\nFor Students\n\n8th - 9th\n
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\nWhen do you use nada, nunca, and nadie? After introducing each word and its meaning to your beginning Spanish speakers, provide them with this practice opportunity. There are 32 fill in the blank style questions where the learner must...\n
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\n\"Present\n\n
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\nCurated OER\n
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\nPresent IR Verbs\n

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\n\nFor Students\n\n6th - 9th\n
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\nFocus on -ir verbs with your beginning Spanish speakers. After you've introduced common -ir verbs and their conjugations, give your class this practice opportunity. They read the short sentences provided and choose the verb conjugation...\n
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\n\"Preterite\n\n
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\nPreterite -ar verbs 1\n

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\n\nFor Students\n\n7th - 9th\n
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\nFocus on conjugating -ar verbs in the preterite tense. Your beginning Spanish language learners read the 32 sentences provided, filling each sentence's blank with the appropriate word. There are three word choices for each sentence. This...\n
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\n\"Weather\n\n
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\nWeather Expressions \n

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\n\nFor Students\n\n6th - 8th\n
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\n¿Que tiempo hace? After introducing basic weather expressions with your beginning Spanish speakers, provide them with this practice opportunity. There are 29 questions that review weather-related vocabulary. Middle schoolers select which...\n
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\n\"Colors\n\n
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\nColors\n

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\n\nFor Students\n\n6th - 9th\n
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\nHow well does your beginning Spanish class know its colors? Use this worksheet (which could also be used as a quiz) to assess their recall and recognition. There are four activities here which ask them to recall the Spanish words for...\n
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\n\"Colors\n\n
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\nColors Quiz \n

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\nColors, colors, colors! Quiz your beginning Spanish class on color vocabulary. There are five short exercises included in this quiz, but question numbers four and five are particularly interesting. In question number four, learners...\n
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\n\"¿Cuando?\n\n
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\n¿Cuando?\n

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\nWhen do you get up? When do you eat lunch? Use the series of sentences included to practice using vocabulary such as de la tarde or de la noche. For each phrase provided, beginning Spanish pupils write a complete sentence describing when...\n
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\n\"I\n\n
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\nI Know My Colors\n

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\n\nFor Students\n\n1st - 5th\n
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\nHow well does your beginning Spanish class know their colors? Give them this quick coloring worksheet to find out. Each shape is paired with a color (in Spanish), and youngsters must color the shape with its corresponding color. A fun...\n
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\n\"Parts\n\n
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\nCurated OER\n
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\nParts of the Face\n

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\n\nFor Students\n\n4th - 7th\n
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\nManipulate the components of a face, and learn the Spanish words for eye, nose, mouth, ear, hair, teeth, tongue, and eyebrow! After your beginning Spanish pupils design a face, have them pair up and practice naming the parts of the face.\n
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\n\"Holidays\n\n
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\nHolidays in Hispanic Countries \n

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\nWhen do Hispanic countries celebrate Flag Day and other prominent holidays? Using the chart provided, beginning Spanish speakers practice writing the dates of select holidays in Spanish. An interesting way to review Spanish dates. \n
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\n\"Which\n\n
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\nWhich Subject Pronoun is Used?\n

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\nDo you know when to use tú, usted, yo, etc.? Created for beginning Spanish language learners, this resource reviews subject pronouns. Several subjects are listed, and your learner has to decide which subject pronoun would be used along...\n
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\n\"Dialogue\n\n
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\nDialogue Practice \n

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\nHola! Distribute this short dialogue to your beginning Spanish speakers. They have to read the entire dialogue before inputting the missing words. Then, in the second section, they read a short dialogue between two characters before...\n
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