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Spanish Oral Presentation Guide for Beginners

by TruFluency | Featured Spanish Blog , Learn Spanish , Spanish Presentation

The moment to show off your Spanish skills is here, and we’ll teach you how to wow your audience, coworkers, boss, or clients. The way you introduce and close your presentation can have a positive or negative effect on your audience. So, it’s normal that you get nervous about speaking in front of a crowd and communicating your ideas effectively.

Practicing oral presentations in Spanish helps you focus on pronunciation and clarity while broadening your academic, job, and business opportunities . However, what may be even more valuable is that it gives you the chance to take risks, gain confidence, and exercise persuasion in a foreign language.

If you have a presentation soon, and want to blow everyone’s mind, here is your guide to giving oral presentations in Spanish for beginners.

5 Engaging Presentation Openings

The first part of our Spanish oral presentation guide is to help you find the most engaging ways to open your speech.

1. Start with a Reflexive or Engaging Question

For example:

¿Sabían ustedes que la entonación de nuestra voz no es sonido sino emoción? (Did you know that the intonation of our voice is not sound but emotion?)

Starting with a question allows you to keep your audience attentive throughout your message.

2. Tell an Anecdote

55% of our communication stems from non-verbal language ; everything our audience reads through our expressions, mannerisms, tone, etc., while 38% of our communication is vocal and 7% is words.

Hence, the importance of telling a story at the beginning of your presentation, so your audience connects with what you are going to deliver. We are all natural communicators.

At first, you may feel shy about opening yourself to the world, but believe it or not: your story counts, your story inspires, and even more than you think.

3. Utilize Objects

Generate interest with an object that’s relevant to your message. For instance, you can follow a similar script to this one:

Esta cartera que hoy acompaña mi atuendo tiene un significado muy especial. Esta cartera ha sido elaborada, tejida y pensada por gente que cree en sus sueños. ¡Qué gusto estar el día de hoy aquí hablando con emprendedores que creen en construir!

(This purse that matches my outfit today has a very special meaning to me. This purse has been sewn, knitted, and created by people that believe in their dreams. What a pleasure to be here today talking with entrepreneurs that believe in building things!)

Utilizing resources as elements of your speech will help your public to relate and feel part of your speech. Everything has a meaning and a representation. Remember that your public will forget what you said but will always remember how you made them feel. So, make them feel welcome!

4. Statistics

Using statistical data will help give your statement a significant rational weight. Remember that statistics aren’t read, they’re interpreted. This forces you to describe exhaustive research about a topic.

This isn’t about boring your audience with numbers, it’s about using statistics as a tool to make people reflect on your message. An example of an introduction in Spanish with statistics is:

¿Sabían ustedes que el 80% de los consumidores que adquieren sus productos en línea confían más en las recomendaciones de sus amigos o familiares que de las propias empresas?

(Did you know that 80% of consumers that buy your products online trust more in the recommendations of their friends and family than on the ones of companies?)

5. Who are you?

Greet your audience. This is fundamental to bond with them. Say your name, who you are, what your topic is and why it is important to pay attention to you. Let’s put it into practice with this example:

Hoy me encuentro feliz de estar con ustedes compartiendo lo que sé. Mi nombre es Liam Jones, soy periodista y locutor de radio, y hoy quiero que aprendas a utilizar tu voz para hacerte escuchar.

(Today I am very happy to be with you sharing what I know. My name is Liam Jones. I am a journalist and radio host, and I want you to learn to use your voice to make yourself heard.)

Respect your essence, know yourself and regularly practice the above types of introduction.

Verbal and Non-Verbal Presentation Tips

The next part of our Spanish oral presentation guide is divided into verbal and non-verbal language.

Non-Verbal Language Tips

Your gestures can emphasize, substitute or contradict what you express with words.

Use open gestures, like moving your hands, stretching your arms and legs, and opening your shoulders. Additionally, avoid having objects in your way between your body and the audience, such as folders, books, and tables. Your face should be visible all the time.

Choose gestures that ease people’s understanding of your speech. For example, pointing in a direction.

Avoid fidgeting out of nervousness. For instance, touching your hair or glasses.

Distribute your gaze amongst your audience, so everybody feels included. You can divide your audience into different quadrants. Let’s say, four, and choose a person of each quadrant to “talk to”.

Volume and Intonation

Mentally “take measurements” of the room, so the volume you choose to use is enough for both people in the front row and in the back to hear you. Also, avoid monotonous intonation. Highlight with your voice the keywords of your speech.

Rhythm and Pronunciation

Slow down when you need to separate ideas, this reflects confidence and helps you recover people’s attention. Pronunciation should be clear , so be careful with mumbling sounds.

Nobody has the right to tell you how to dress, but it’s recommendable that your attire matches both your personality and the context of your presentation.

Verbal Language Tips

Order and structure.

A presentation that has order and structure is easy to follow, understand, and remember.

Organize your speech in parts. For example: importance, data, chronology, interesting bullet points, zoom in, and zoom out.

Use discourse markers; words that organize and connect ideas. Some examples are:

To Start Interventions El objetivo de esta exposición es… / Hablaré en primer lugar de… / Para comenzar… (The objective of this presentation is… / Firstly, I’ll speak about… / For starters…)

To Introduce Comments or Examples Por ejemplo… / Como es el caso de… / Recordemos, en ese sentido, que… (For example… / As is the case with… / Let’s remember, in this sense, that…)

To Structure the Discourse En primer lugar… / En segundo lugar… / Por un lado,…por otro lado… / Finalmente… (In first place… /In second place… /On the one hand…on the other hand… /Finally…)

To Resume the Subject Volviendo a lo que hemos visto al principio… / Como decía… / Señalaba que… (Going back to what we’ve seen at the beginning… /Like I was saying… / I was pointing out that…)

To Establish Logical Relationships Consecuentemente… / Eso nos demuestra que… / Deducimos, entonces… (Consequently… / That shows us that… / We deduce, then…)

To Conclude Tratemos, finalmente, el último aspecto… / En resumen,… / Para terminar… / En conclusión… (Let’s address, finally, the last aspect… / In summary… / Lastly… / In conclusion…)

You should adapt it to your audience’s knowledge, formality level, and the purpose of your presentation.

Sentences should be short and simple. Avoid the overuse of muletillas (catch phrases).

Oral Presentation Conclusions in Spanish

When you’re giving a presentation in Spanish, do not miss the chance to leave a good impression. The final part of a speech is what we remember the most. So, use it to deliver a message or briefly summarize what you want to convey. You can create a compelling conclusion with a phrase, rhetorical question, quote, or call-to-action.

En conclusión, cualquiera puede padecer de un problema de salud mental. (In conclusion, anyone can have a mental health problem.)

Si las personas más brillantes pueden padecer problemas de salud mental, ¿por qué nosotros no? (If the most brilliant people can have mental health issues, why can’t we?)

La mente es como un paracaídas, si no se abre, no sirve para nada. Muchas gracias, público oyente, por haber abierto su mente a escucharme en esta exposición. (The mind is like a parachute, if it isn’t opened, it doesn’t work. Thank you very much, listening public, for having opened your minds to listen to me in this presentation.)

Ready to be confident in your next Spanish oral presentation?

The key to giving a memorable oral presentation in Spanish is to be original, creative, and do something that’s unusual but true to your essence. Thus, you’ll make the difference.

If after reading our Spanish oral presentation guide, you think you still need help to prepare yourself for your Spanish presentation, count on our top-notch team of Spanish fluency coaches . So, don’t let fear of success hold you back, and book with one of our coaches.

Save 20% off your first month of lessons with code TF20 today!

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12 Spanish Presentations to Introduce Vocabulary to Beginners in Your Classroom

Presentations are amazing teaching resources ! We can’t deny it.

No matter your students’ learning style and no matter how much we try to incorporate the use of all the senses in our lessons, having a visual aid that keeps the students’ attention can really improve your instruction.

And let’s be honest, no other class will benefit more from visual aids than a language class full of beginners —especially when introducing vocabulary.

So check out these 12 pre-made presentations that you use in your classes!

What to Remember When Using These Presentations

12 spanish presentations to use in your classroom , 1. el clima/tiempo (the weather), 2. los animales (animals), 3. la familia (the family), 4. los colores (the colors), 5. las partes del cuerpo (parts of the body), 6. la cabeza (the head), 7. descripciones físicas (physical descriptions), 8. qué hora es (telling the time — o’clock).

• 9. Qué hora es? (Telling the time — quarter past, quarter to, half past)

10. Qué hora es? (Telling the time — remaining times)

11. la rutina diaria (daily routine), 12. los cuartos de la casa (the rooms of the house), the power of slides for spanish classes.

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

Why reinvent the wheel? Here are 12 presentations already put together that you’re free to adapt to your lessons. If you don’t like a particular slide, just delete it or change it!

Most of these presentations come from a site called ¡Oye! , except for El clima , which comes from a site called Tpduggan . Both sites were created by teachers as resources for other educators.

To access the PowerPoints, click on the Spanish headings. You’ll be directed to the website where you can search for the title of the presentation. You can then choose and download the appropriate file.

You have several useful presentations to choose from, so let me give you a couple of notes before we start:

• ¡Oye! is a site that has presentations and exercises for each learning skill, divided into topics and school years. Many of the exercises can be used with an interactive whiteboard, although they also have a printed version. In order to use this site and download the presentations between the hours of 9 a.m. and 4 p.m. during the week, you need to be registered and pay a monthly fee . The rest of the time, access to the site is free. Keep this in mind when you’re preparing your lesson.
• Tpduggan is exclusively a site that collects PowerPoint presentations of all kinds: vocabulary, grammar, geography, exercises, etc. However, use them with caution because they use English a lot and have lots and lots of text . On the other hand, you can find lots of inspiration and ideas for creating your own presentations.
• Most of these presentations use drawings instead of pictures . Even though this may seem more appealing to children, it doesn’t mean older students or adults will mind them. However, you can always edit the presentations and change the pictures to something you consider more suitable for your class. After all, no one knows your students’ interests and needs better than you.

Description: This presentation teaches the names of the seasons and weather expressions that go with them. It’s perfect for introducing the vocabulary for the first time or reviewing it. Since all the pictures are drawings, it may be more appealing to younger children. If you feel real pictures may be better for older students, you can always edit the presentation and change the pictures.

Suggestions: One thing I do recommend you change is the first slide,  ¿Qué tiempo hace?   (What’s the weather like?), because beginners may get confused and think this is how we ask about the seasons. I’d change it to Las estaciones del año  (The seasons of the year) or ¿Qué estación del año es?  (What is the season?).

Description: This one contains vocabulary for animals (with drawings) and is under the section and title of “Pets.” It goes beyond the word and the picture and introduces structures to ask questions.

For example:

¿Es un gato? (Is it a cat?)

¿Qué es? (What is it?)

¡ Es un perro! (No! It’s a dog!)

In addition to that, it has animal sounds in the drill at the end—a definite plus and more fun for your students.

Suggestions: You can always change the drawings to real pictures or add more animals and questions according to your lesson or students.

Description: The presentation introduces the family members through an example of a family tree. It introduces new vocabulary while at the same time introducing basic sentence structures for discussing relationships.

Alicia es la madre de María. (Alicia is María’s mother.)

Luis es el hijo de Alicia. (Luis is Alicia’s son.)

Suggestions: My only suggestion here would be to ask your students to copy the family tree in their notebooks before you get to the true/false drill that tests their knowledge. Otherwise, they’ll be too focused on remembering who was who to remember the relationship between them. Let’s make it simple for them!

Description: This presentation introduces the colors. In the first slides, your students will learn how to ask  ¿Qué color es? (What color is it?) and learn the correct term for each color. You’ll just need to edit a small mistake here: the word marrón (brown) is missing the accent.

In the last slides, your students will have to tell you which color results from the combination of two given colors.

negro + blanco = gris (black + white = gray)

Suggestions: This last part makes the color introduction a little more interesting since they’ll also have to think about color theory. They’ll love the fact that they’ll get drums as an anticipation sound before giving the answer and applause after giving the correct one. Make sure your computer has the sound on and the volume up.

Description: This one introduces and reviews the main parts of the body through a drawing of a girl. In the first slide, the body will slowly form part by part with each click, and you’ll see the name of the body part along with its proper article. The slides that follow are drills to review what students have learned.

Suggestions: In the first drill, students name the parts of the body that the arrows are pointing to and the answers are revealed with each click. The words are written on the slide to help students remember the correct spelling.

The final drill looks like a puzzle with random parts appearing. If you want to test their memory and spice it up a little bit, you can speed up how fast they appear.

The words won’t appear in this drill, just each part of the body. Because of that, another thing you can do to see if they remember the spelling of each word is to ask them to write down the name of each part as it appears (with their notes closed, of course).

Before this last drill, you have one slide that says: “Name the parts of the body as they appear on the screen.” My suggestion is to erase this English sentence. There’s no need for translated words in a language class, it’ll just distract them from the Spanish words.

Description:  With a similar structure to the previous presentation, the head is formed part by part with each click and the name appears with its article. Afterward, there are a couple of practice drills to review them.

The drills also follow the same structure as with the presentation of the body. In the first drill, the parts of the face are indicated with arrows and the answer appears. In the second drill, the parts randomly appear without names.

Suggestions: Review them in the same way I suggested for the body. 

Description: This presentation focuses on the description of the eyes and the hair. Your students will be able to answer the following questions:

¿De qué color son tus ojos? (What color are your eyes?)

¿Cómo es tu pelo? (What does your hair look like?)

They’ll also be given the proper vocabulary to answer:

Corto, largo, rizado, liso, rubio, pelirrojo (short, long, curly, straight, blond, red)

The first few slides are descriptions of different characters (in drawings) and the last ones are drills that ask your students to describe or answer specific questions about what other characters look like.

The task on the last slide is to draw a character according to the description. Because this last exercise can be really fun for them, you may want to consider adding a few more descriptions. Your students can then draw and compare their pictures.

Suggestions: One thing to consider: before you use this presentation in class, make sure you already taught them noun and adjective agreement. 

And one small piece of advice. In this presentation, they’re referring to straight hair as liso but you could use the opportunity to teach your students about the language variations according to the place in which it is used. Many countries use lacio instead of liso when referring to straight hair. Here is a very interesting discussion on the topic. Hope it helps!

Description: The structures of all these presentations that have to do with time are quite similar: first there are examples on how to tell time, then there’s a drill where examples are mixed up for your students to practice. At the end, there’s the opportunity to add hands to the clock.

This first presentation shows students how to tell time to the hour, plus noon and midnight. You may need to add en punto  (o’clock; sharp) to each slide or just write it on the board to emphasize that it’s another way to say it.

9. Qué hora es?  (Telling the time — quarter past, quarter to, half past)

Description:  This one shows students how to say y cuarto  (quarter past), menos cuarto  (quarter to) and y media  (half past). 

The hands of the clock aren’t always very clear, so you can either try to edit them or clarify to your students where the hands are supposed to be exactly.

Description: Students will learn how to tell times that are not on the hour, quarter-hour or half-hour.

I spotted an error that you’ll have to correct: on the eighth slide, instead of being la una y veinticinco  (1:25) it actually shows la una y veinte  (1:20), so make sure to edit it.

Description: This one shows a basic daily routine, as its name states. You should present it after teaching your students how to tell time since the last part of this presentation combines the activities of the routine with the time at which they happen.

At the end, you have the same activities and a clock next to each one that tells the exact time those activities happen. This allows them to practice the new daily routine vocabulary, telling time and the conjugation of the verbs.

Suggestions:  The first part is the introduction of some basic activities such as despertarse  (waking up),  levantarse  (getting up), vestirse (getting dressed), etc. They’re all in first person, but if you’ve already taught students the verbs in the present tense, ask students to conjugate the verbs in the third person.

So, one example shows a boy having breakfast with the slide saying Desayuno (I’m having breakfast). You’ll ask your students, “ ¿Qué hace él? ” (What is he doing?) They’ll then conjugate the verb correctly by telling you, “ Desayuna. ” (He’s having breakfast.)

Also, when combining the pictures with the times on the 13th slide, the second example may be confusing since the clock looks like it says siete menos veinte (6:40) instead of ocho menos veinte (7:40), so you may want to edit this one.

Description: The first part introduces each room. This will be drilled on the 12th and 13th slides. But on the 11th slide, you have pictures of objects (without their label) that you’ll find in these rooms like a bed, chair, lamp, etc. The question on this slide is ¿En qué habitación se encuentra…?  (In which room is …?)

Suggestions: The goal is to practice the name of the room where these objects are, but since they have no label and your students probably won’t know their names, I suggest you print out the pictures of those objects with their names and distribute them randomly to your students before the lesson (or before the presentation).

Once you reach this slide, you can ask the student that has each object to either say the name, show the card or write it on the board to teach their classmates. This way you’re adding an interactive element in the middle of your presentation.

I’d also suggest you change the title to Los cuartos de la casa  or add the article to En casa  (at home) so that it becomes  En la casa .

Another suggestion would be to either eliminate the last slide of the presentation or at least erase the English translation. I’d just keep the slide’s title ¿Cómo es tu casa?  (What is your house like?) to encourage them to describe their own house (how many rooms, which floor they are on, etc.), but in the presentation, it’s unnecessary to have so much text. Just list any necessary vocabulary on the board.

Even though it’s been on the market for almost 30 years, PowerPoint is still a favorite when it comes to presentations.

It allows you to show pictures, graphics, charts and diagrams, or embed videos , songs and sounds. The possibilities are endless!

How about taking your students on a virtual tour with a photo presentation? Or teaching comparatives and superlatives through a set of slides of something your students can compare? Create a comic book , maybe? Or show them a sequence of events and encourage them to predict what will happen next when you’re teaching the future tense?

Even though it takes some time to create them, they’ll work for you for a very long time. You can easily adapt them to your lesson or to your students’ needs. If you prefer to create your own presentations, you can find plenty of tips and tricks online to make them awesome. 

But don’t worry if you just don’t have the time. The internet has a ton of websites where teachers share their presentations and are free for you to download and use in your classroom. And you can still modify them to add your personal touch.

Now, I’m going to be brutally honest with you. In the world of Spanish presentations, finding good presentations to introduce vocabulary to beginners is not easy.

Here are some of the main problems I’ve encountered with Spanish presentations:

• The use of English to explain Spanish . These presentations may be appropriate for teachers but not for the students. We want them to get used to Spanish, and bombarding them with information in English won’t allow them to immerse themselves in the language we’re trying to teach.
• Lots of text . In any kind of presentation, this decreases the attention of the students and, therefore, the effectiveness of the message; either they listen to you or they read the presentation. But in a language class where you’re presenting new vocabulary, having lots of extra words is even worse.
• Not an absolute necessity. It’s important that you set your learning goals before you decide to use them and not the other way around. It’s important to be purposeful with PowerPoints and make sure it’s not the only way you introduce new vocabulary—the novelty will wear off and your students will get bored.

An ideal PowerPoint presentation for teaching vocabulary must be clear, concise, without paragraphs and with lots and lots of pictures—even more so when you are introducing words to beginners. And most importantly, they should only be in Spanish.

You want your students to associate the new word with an image (and maybe a sound), and you want them to remember it in Spanish.

Speaking of images and sounds, you may find great use in some of the fantastic learning material found on FluentU . With FluentU’s diverse and growing library of authentic content, students learn and live Spanish in an immersive fashion.

FluentU works for you as the educator as well! FluentU’s integrated teaching tools make it simple to monitor your students’ progress as they complete exercises and review the newly learned material. You’re sure to find content that can work wonderfully as a basis for PowerPoint presentations.

I hope you enjoy these resources and ideas for many (school) years to come.

And if at some point you decide to spend some time creating your own presentations, please share them online so you can help other teachers the same way they’re helping you now!

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When I was asked this question I was reminded of the fact that while the answer may seem quite simple to those of us who are used to putting together these types of events, it may not be so simple for someone who has never done one before.

Let’s look at this one step at a time. Firstly, a presentation should get and maintain an audience’s attention. It should be based on the selected author, in a way that most audience members will find attractive. Also keep in mind that there are a number of different types of media formats available that you can use to give a presentation. You could for example hang a sign on the wall displaying relevant details about the author, which involves some research and a little writing on your part looking for images and biographical information and creating short texts (stay as brief as possible). Another possibility is to give a presentation which you could prepare on the computer using tools such as Power Point or Prezi, and you could add sound or even video files. You could also give a lecture on the author, using images and/or texts… as a Spanish teacher , this last option is the one I like to have students do in class, because it forces them to verbally express what they’ve learned about the person they’re giving the presentation on, although one problem that often arises is the fear that some people have about public speaking.

Presentations in Spanish

When collecting information in preparation for the event, it’s important, fundamental rather, to compare information you’ve found with other sources, since not everything on the internet is necessarily accurate. Make sure that your explanation of the author is as accurate as possible. Students who give in to the temptation to “copy and paste” information they’ve found online are later faced with a problem when giving their presentations: the vocabulary used does not coincide with the student’s usual “style”, and the words clearly “sound awkward”. That’s why I always advise students to avoid copying (although it’s of course the easiest method) and encourage them to instead paraphrase, putting what they read into their own words. It involves a bit more effort, but the final result is infinitely better than when students simply parrot someone else’s text, texts they sometimes don’t even completely understand.

If you’d like to give a biographical overview of the author, remember that the excessive use of dates and figures can end up overwhelming audiences. I always recommend to students that they “sacrifice” a bit of the accuracy that dates may provide opting instead for linking phrases like “cinco años después”, “a los siete meses...”, etc. reserving specific dates for particularly significant events either related to the person’s life or the historical context.

To give a presentation that audiences will find interesting from the very beginning, I also recommend preparing a general introduction about the author’s identity, their type of work, and the scope of their influence both geographically and historically. Afterwards, offer a short summary of two or three facts related to the author’s work or life, keeping it simple, and then launch into the main part of the presentation.  

It’s important for students to remember that if they don’t “believe” what they’re saying, it’ll be impossible to expect other people to believe it. They should also remember that the idea is not to accumulate piles of information, that’s what encyclopedias are for. The goal of every presentation should be to get listeners interested in the person being talked about in a way that inspires them to want to find out more about that person on their own. 

Remember what they say: “lo bueno, si (es) breve, (es) dos veces bueno”.

Keywords : spanish class,spanish classes,spanish teacher,presentation in spanish,spanish presentation

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Home Blog PowerPoint Tutorials How to Translate in PowerPoint

How to Translate in PowerPoint

Delivering a PowerPoint presentation using native connotations or sharing it with a target audience in a native language can immensely help your performance. Whether you are a teacher, student, business professional, or someone trying to pitch your ideas to a potential investor, the value of using the local language can never be emphasized enough. There are a number of ways you can translate in PowerPoint, whether you’re using PowerPoint templates or creating slide decks from scratch. Let us show you how!

The Need for PowerPoint Translation

Let’s assume you speak Spanish and are awaiting a presentation by someone who is not a native Spanish speaker. How would you feel if the presenter could present in your local language, give references from the local culture, and present ideas that resonated with your beliefs? Language plays an important role in the battle to win hearts and minds. Due to a language barrier, many presenters can find it challenging to connect with an audience. While English is widely spoken and understood worldwide, adding captions targeted to non-English speakers can be essential to win hearts and minds. This is why people from different fields of work aim to learn new languages to better connect with the local people.

Even if you don’t master the language to the point of being a native speaker, having your slide deck translated into the target language as a presentation handout can pose as a winning factor. This is why the need to translate your slide deck should not be overlooked.

Benefits of Translating PowerPoint Presentations

Before we discuss the different ways to translate in PowerPoint, let’s take a look at some of the benefits of translating PowerPoint presentations.

Better Accessibility of Information for the Audience

Translated presentations in some niches can be beneficial to increase the audience’s overall understanding of your speech. For example, if you are delivering a technical presentation about new machinery, some attendees may miss important details due to not being acknowledged with advanced jargon. 

Improved Communication and Consideration for Cultural Sensitivities

Language barriers can leave a lot to be lost in translation. You can even offend the audience because of misunderstanding how a term or phrase is perceived. This can be avoided by translating PowerPoint presentations.

Improved Audience Engagement

Reaching out to the local audience in their language can help improve audience engagement. People can be more enthusiastic when a presenter aims to reach out to them in their language, even if they might not be proficient in speaking or writing. This is the same approach when a traveler aims to speak to locals in their language – although the skill is not perfected, locals highly value the interest in their culture.

Global Outreach

Translated PowerPoint presentations, especially when shared in different languages online, can significantly help as people look to cater to a global audience. Various businesses often share critical information in multiple languages, including copies of slide decks with manuals, key information about the business, and investment options.

Professionalism

Providing the audience with translated content can make the presentation professional and reflect the presenter’s thoroughness. This can be an excellent way to leave a positive impression on your audience.

Legal Requirements

Sometimes, it might be a legal requirement to translate content to make it accessible for all stakeholders. Hence, translating a presentation with essential information might be required for legal compliance.

When Should You Translate a PowerPoint Presentation?

While translating a PowerPoint presentation can be a good approach, it is also necessary to determine the time and place for using translated PowerPoint presentations.

Determining the Right Timing

Determining the right time to use a translated PowerPoint presentation is important. For example, you might need to translate your presentation and handouts at multi-cultural events where people with different native languages might attend the conference, workshop, training, etc. Such practices help to reduce the friction between the attendees and the event’s organizing staff as key information (hotel accommodation, transportation, the event’s agenda, etc.) are stated in their own languages besides English.

Reasons for Translating a PowerPoint Presentation

You should be clear about the reasons for translating the PowerPoint presentation. Do you wish to expand your business by wooing investors, need to reach out to a multicultural audience regarding a social issue, or need to address employees from a global team? By being clear about the objectives for translating the PowerPoint presentation, you can determine how to articulate best and translate the content. It won’t deliver the same effect as translating in a neutral, online translator tone as hiring the services of a professional translator.

Considerations and Audience Analysis

It is important to know the language(s) for translating the PowerPoint and to determine cultural sensitives, terms that might be offensive in the local context, and the use of terms that might be pleasing to the target audience to some extent. An audience analysis prior to creating and translating your slide deck can help avoid cultural pitfalls that can cause inconvenience when delivering your presentation.

Localization of Content

Besides language considerations, the contextualization is crucial. For example, if you are discussing road safety, does your audience live in a country with left-hand traffic or right-hand traffic? Similarly, when talking about a topic like climate change, you might want to consider its impact on different people in the audience and look for native terms that might be appropriate for discussion and explanation.

Academic or Research Presentations

When translating information in academic or research-related presentations, you might want to ensure that you can cater to the needs of a diverse audience. Some terms might not have a native language word that can be translated from another language. In such a case, you might need to explain the information in more than just a single word or phrase by dedicating a few lines to the topic.

Manual Translation Procedures

While there are different methods for automatically translating PowerPoint presentations, manual translations can be more accurate, considering the cultural context.

Modes for Manual Translation

You can opt for the ideas below to manually translate PowerPoint presentations.

Translate it Yourself

If you are familiar with the local language or can translate the presentation with the help of a dictionary or some help from online tools, you can do it yourself.

Hire a Consultant or Freelancer

You can hire a consultant or a freelancer from online portals to translate a PowerPoint presentation into different native languages.

Assign it to an Employee or Subordinate at the Workplace

Different multicultural organizations have people who can speak and write in different languages. You can assign the translation task to an employee or subordinate or request another department to help you.

Request a Friend or Colleague

If you know a friend or colleague who speaks the local language, you can request them to help you with the translation.

Advantages of Manual Translation

Accurate and appropriately translated text .

Translating text manually can help avoid embarrassing errors caused by incorrectly translated text using automatic translation apps. Sometimes, certain connotations can even be offensive if not properly translated. Manual translation can help avoid such pitfalls, as the person is aware of cultural connotations.

Better Reflection of Cultural Context

Manual translation can help better reflect cultural context and enable the presenter to win hearts and minds using culturally appropriate terminologies or metaphors in storytelling.

Better Understanding of Local Terms

By getting text translated into a local language, a presenter might be better able to determine whether words and phrases have alternatives in local languages or whether using some terms from another language might be just as good. For example, many languages don’t have alternative words for certain English terms such as ‘internet’ or ‘cake.’ Such information can help determine the best use of phrases that might be easier for a non-native presenter.

Limiting Information to Maintain Confidentiality

If a relevant individual manually translates the text, it can help maintain confidentiality and security where needed. This can also help avoid placing sensitive information in automated apps, where the threat of data breach can occur.

Disadvantages of Manual Translation

Just as there are advantages, there can also be a number of disadvantages to the manual translation of PowerPoint presentations.

High Cost of Translation

Getting PowerPoint presentations translated manually can incur a high cost. This is particularly true if you frequently require translation of presentations.

Time-Consuming

Manual translations can be time-consuming and lead to delays in preparing presentations. Languages that do not share the same alphabet also may require extra time to translate technical terms accurately.

Inconsistency in Text and Errors

While automatic translations can also have errors, manual translations can suffer from human error and inconsistencies in how the text is translated. Unlike automatic translations, the uniformity in how text is translated can be lost in manual translations or if several team members are working on the translation.

Security and Confidential Concerns Due to Third-Party Involvement

By letting a third party translate information for you, there can be a threat to maintaining the confidentiality and security of sensitive information. Sometimes, such confidentiality might even be required interdepartmental, where getting translations from an individual in another department might not be appropriate. NDA agreements are particularly useful in this regard.

Tips and Best Practices for Manual Translation of PowerPoint Presentations

Take some time to consider the context.

Manual translations should never be done in a hurry. You should take some time to consider the local context. A bit of research into what might click with your audience might be helpful. If you are using a professional translation service or consultant, you should consider discussing clarity regarding the local context.

Ensure Legibility of Text

The font style and writing scripts can be very different for different languages. Ensure you can maintain legibility by using the right font, font size, and text distribution over a slide.

Maintain Consistency

Unlike online tools, consistency can be an issue in manual translations. To avoid confusion, you should try to ensure that different words and phrases are consistently used in the translation.

Avoid Cultural Minefields

A simple translation misstep can lead to stepping into a cultural minefield. You can inadvertently offend your audience without even knowing what you did wrong. This is why it is important to be mindful of this conundrum and avoid anything that might appear potentially inappropriate for your audience.

Professional Translation Services

Role of professional translators.

Professional translation services and translators can be a quick and easy way to translate PowerPoint presentations accurately. You would want to engage a service provider or consultant who can be reached for your assignments to ensure their timely completion and ensure that you have more than one service provider available in case of any eventuality.

When to Consider Professional Services

You might want to consider professional service providers if you can submit your slide decks or required text a few days ahead for translation. Very few translation service providers or individuals might be able to translate text manually within a short period of time, and doing so might lead to the risk of errors.

Professional translation services are also a must when the data to be translated can imply severe legal consequences if done wrong: i.e., product manuals, product presentations, academic presentations, etc.

Tips and Best Practices for Finding and Collaborating with Translators

You can consider the following tips for finding and collaborating with translators.

Freelancing Platforms

Various freelancing platforms, such as Upwork and Fiverr, can help you reach out to translators and build a pool of professionals who might be available for your translation tasks. You can also ensure quick payment and quality of service by using such portals. Consider checking the service provider’s or freelancer’s rating to look for the best possible resource within your budget. We highly recommend taking extra time to run a test before assigning a time-bound job.

Advertise an RFQ

To seek translators’ resumes, you can submit a request for a quote (RFQ) or advertise on various websites such as Craigslist, Impactpool, Workable, and job boards.

LinkedIn and Online Portfolio Websites

LinkedIn and online portfolio websites might be another good place to consider looking for professional translators. Assess professional profiles and look for translators with whom you can work.

Suggestions from Your Connections

You can always take suggestions from your friends, colleagues, and connections via Facebook, LinkedIn, and other social media websites to seek suggestions to connect with translators.

Online Tools, Software, and Translation Plugins for PowerPoint

Online tools and translation software can make your translation tasks a breeze. There are many popular platforms for PowerPoint translation that you can integrate into your daily workflow.

Microsoft Translator

PowerPoint has an AI-powered built-in translation tool called Microsoft Translate that can help translate text in over 70 languages. Microsoft Translate also has an API that offers personal, business, and educational integration.

Google Translate

Google Translate is a popular PowerPoint translation option. Whether you use the online tool or have it integrated into a service, Google Translate can be your go-to option for translating your slides.

Please consider that Google Translate works best when the translation is done from English to another language. If you want, say, to translate from French to Spanish, the translation will be far more consistent if you translate French > English, then English > Spanish. Unfortunately, that’s the way the tool works.

Bing Translate

While Bing Translate also powers Microsoft Translator, you can also use the online tool or an integrated version of the tool in service to translate text for your slides. Similar guidelines apply to the point mentioned before about the English language translations vs. other languages.

Deepl is another translation tool that can translate text between different languages. A competitor of Google and Bing’s translation tools, Deepl offers similar translation options, including integration with various services.

Transifex is a commercial translation service with products aimed at streamlining digital translations. Transifex can be integrated for business use for digital content translation.

Google Slides

Another quick way to translate for PowerPoint is to upload your slides to Google Slides and use the translation extension to get your slides translated. You can even download your Google Slides presentations in PowerPoint format in different languages.

Advantages of Online Tools and Software

Ease of access.

Unlike reaching out to someone to get your presentations translated, online tools and translation software are easier to access, with 24/7 availability.

Quick Translation

Online tools can be quick to use and can help translate large chunks of text in no time.

Cost Saving Option

Online translation tools and software are cheaper options than translating presentations manually. This is especially true if you frequently need to translate your slide decks. 

Consistency in Translated Text

Online tools come with a uniform and consistent method of translation that can help avoid manual errors and maintain consistency.

Integration with Services

Different translation tools are integrated with various services, allowing instant translation even when you need it on the fly, such as when closing a sale with a customer who requires information in their native language. You can quickly translate instructions in slide decks or other relevant information by using integrated tools that come with plugins for sales, marketing, websites, and other platforms. The use of the Google Translate API is one such example.

How to Translate a PowerPoint to Spanish

If you’re wondering, “ How do I translate a PowerPoint document or a slide deck to Spanish? ” you can use Microsoft Translate, which comes built-in to Microsoft apps for translation, including Word, PowerPoint, and Excel. You can access Microsoft Translate in PowerPoint using the Review tab. Simply select the text to translate and click Translate .

The tool can also be accessed via the right-click menu. Selecting the text and going to Translate will enable you to translate the selected text instantly.

A sidebar will appear with the original text and the translation in a language you can select from the bottom of the pane.

In this case, our Spanish-speaker team members tested the accuracy of the translation, and although it’s grammatically correct, contextually, it would sound better if it said:

“Más de 50.000 Plantillas de PowerPoint. Descarga diapositivas de PowerPoint listas para usar, 100% editables para tus presentaciones. Termina tu trabajo en menos tiempo.” Once again, context is key.

Microsoft Translate supports over 70 languages, and you can translate text.

After translating the text, click Insert to add it to the slide. You can use the language toggle to change the language from which the text is to be translated to the language in which you wish the text to be translated.

By going to File -> Get Add-ins in PowerPoint, you can search for translation add-ins from the Office Store to suit your needs. In addition to the software and tools mentioned earlier, you can look for other services that can be integrated as add-ins in PowerPoint to translate text between supported languages.

The Importance of Context 

Significance of localization cultural considerations in translation.

Spanish-speaking nations have diverse linguistic variations, cultures, and traditions that need to be understood when translating content. This means that text translated in Castilian might be very different in terms of context compared to Mexican Spanish. Hence, the variation in dialects is essential to understand, as is the type of Spanish spoken by your audience and the appropriate cultural context. This is why localization and cultural considerations are essential for any language, especially languages like Spanish that have diverse dialects.

Adapting Content for Spanish Audience

When adapting text for Spanish audiences, you might want to consider the below-mentioned aspects.

Choose the Right Spanish Variation

Does your target audience include people who speak European Spanish, Latin American Spanish, or some other variation? Knowing which Spanish variation to use is important to ensure that grammatical changes are accurately reflected. And even if, Latin America has a broad range of Spanish variations, as the vocabulary used in Chile is somewhat different to what you can come across in Uruguay or Argentina. The differences mainly lie in colloquial terms and how foreign words are adapted into the language.

Localization of Visual Elements

Graphical references, such as advertising, maps, etc., are different from a European perspective to a Latin American one. Consider this factor when building the graphics for your slides, as the attendees may not be familiar with terms as common as supermarket chains, weather/geographical terms, and the list goes on.

Addressing Local Concerns

Different topics will have a very different context for different types of Spanish-speaking audiences. Be it trade, marketing, climate change, educational priorities, economic dynamics, or other topics. Addressing local concerns would be essential to get your message across as a presenter to avoid your message getting lost in translation. For example, the global economic downturn is affecting different Spanish-speaking countries differently. This is due to the differences in government policies, financial structure, population, geographical location, and other factors. This may not be the case in some other Spanish-speaking countries where the focus lies on women’s rights, immigration policies, etc.

Regulatory Compliance

In some countries, it might be necessary to present information according to the country’s regulatory compliance, where essential information must be presented before a specific target group to ensure transparency related to data, privacy, advertisement, etc. This factor must be considered when creating content for Spanish-speaking audiences to ensure compliance (where applicable). 

Translating PowerPoint can be a powerful method to reach a diverse, global audience using local language and context. It can open new avenues for people in different professions if done correctly. However, it is vital to ensure that you can translate information accurately through manual or automated means. This is to avoid preventing the end goal of your PowerPoint presentation from getting lost in translation.

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How to: Feel Comfortable Giving a Presentation in Spanish

Dear Esther,

Giving a presentation in any language can be scary, but when you have to present to people you don’t know, in a language you might not dominate (or even if you are fluent ), it can be downright terrifying. However, as an experienced presenter in Spanish—read here and here about how I did my entire degree abroad—I am here to tell you that you can do it! And it doesn’t have to be as scary as you initially think. Here are my top tips for getting through your presentations in a foreign language:

Prepare your notes:

Even if you are able to make things up as you go along in English, you should be aware that it is more difficult to control a topic in a non-native language. Therefore, take the extra hour or two to make sure you know what you want to say and how you want to say it. I know a lot of people—from all different backgrounds alike—who don’t bother to take the time to truly prepare their presentations and you can tell when they present. In addition, it will make life easier if you properly organize the content before you start preparing the presentation because then you will have you bases covered.

Pro-tip: If you’ve already prepared an assignment or paper around the topic, use this as your guide (even if it is in English). This will help you feel comfortable that you say what you have to say.

Prepare your slides:.

Once you know what you want to say and how you want to say it, you can start to prepare the visual part of your presentation (whether it be a PowerPoint, Prezi, or other tool). Make sure that the visual cues you give yourself help your words flow. My personal preference is to use a little bit of text and let your words speak for themselves (you don’t want people reading the slides instead of listening to you). Consider using keywords or photos that you can connect to your content instead of reading directly off the slide. At the same time, make sure you know what works for you and prepare accordingly.

Think about it this way: Your slides should act as an outline for what you want to say, helping your listeners follow along or jot down key points. However,if you need notes, consider bringing them along separately.

While you may feel stupid talking to yourself (maybe in front of a mirror) or practicing with your housemate, the first time through a presentation always feels harder than the second or third. If you have time to practice a time or two before you get in front of your final crowd, you can make sure you feel your way around words that you don’t feel comfortable with (potentially switching them out for others) and confirm that your presentation makes sense.

Pro-tip: if possible, try to rehearse with a native Spanish speaker who can help you figure out if what you say is clear or not. And remember that constructive criticism in your practice moments is a good option in comparison to your professor not understanding you during the presentation.

Relax and smile:.

A big part of the quality of the presentation is how comfortable you are with yourself. Even if you don’t feel like you really know the content or you are worried about presenting in front of your class, your attitude will affect the perception the audience has of your knowledge. If you are able to get up in front of everyone and act in a calm, collected way (despite the fact that you are shaking inside), that will go a long way towards a good presentation.

Try it: I found the video below that talks about about how body posture impacts our perception of a situation and I have never gone back—before every presentation you can find me in superhero pose!

It’s not the end of the world:

I just want to remind you that, at the end of the day, if your presentation is terrible it is not the end of the world. Honestly, as someone who has been there, it is commendable that you are potentially getting up in front of a whole class of native speakers to give a presentation in a language that you are only more or less comfortable with. Personally, the most important thing is to notice how you feel during the presentation and figure out ways that you can ‘do it better’ next time. Like anything, practice makes it easier, but sometimes we have to fall before we can fly.

We would love to hear about your presentation experiences while abroad. Are you a nervous presenter or are you as cool as a cucumber? Let us know!

Sincerely, Spain

P.S. I would just like you all to know that while I am a good presenter, I am not always (read almost never) comfortable when presenting, I am just good at hiding it. It has allowed me to ace presentations—not only at school but also in front of other crowds—and job interviews. Therefore, I believe it is a skill worth developing.

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Prepare a Spanish presentation with our Spanish lessons

Prepare yourself with our Spanish courses to master the language and give a successful Spanish presentation.

Speaking a foreign language in front of a crowd can make you nervous, especially when the Spanish presentation is in front of native speakers. We recommend you to prepare yourself with Spanish courses until you complete your language training and reach a high level. In addition to having the language skills, it is important to show confidence, follow the structure of the information and speak clearly so that the audience understands the topic of your Spanish presentation.

Get all the tools of the Spanish language in one of the best Spanish schools in Cancun . Now, you can increase your language skills with Spanish online Cancun and the following tips for structuring a professional Spanish presentation.

How to prepare a Spanish presentation?

It is essential to structure a framework for your Spanish presentation where you will apply the knowledge and practice from your Spanish lessons . According to public speaking experts, it is recommended to prepare a conference in 3 steps:

• Open with something personal to capture the attention of your audience and announce what the presentation will be about.
• Name three important points and develop them with a story, examples, experience, etc.
• Summarize the key points briefly and concisely, mentioning the personal or audience impact.

The structure of a Spanish presentation is delimited by three phases: introduction, development and conclusion. Preparation is the key so you will need to study a presentation, we recommend you to learn the first 30 seconds verbatim, remember that it is important to have an interesting introduction to capture the audience’s attention from the beginning.

During the development incorporate information with multimedia material and the content that is in another language translate it or add subtitles in Spanish.

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Key phrases for your Spanish presentation

During Spanish lessons you will learn how to communicate effectively in Spanish by developing the skills of reading, listening, writing and speaking in Spanish. Each is an integral part of mastering the language, but we will focus on the last one: speaking. Here are some useful phrases to use during your Spanish presentation:

Phrases to introduce your presentation

• ¡Buenos días/ tardes /noches a todos!
• Bienvenidos a la presentación acerca de…
• Soy ______ de la compañía ____ y el día de hoy les presentaré el tema…
• Mi nombre es______ y hablaré sobre ______.
• Las preguntas al público son una forma de llamar la atención de la audiencia, por lo que son una herramienta interesante y empática que sirve como una introducción ideal a presentaciones en español exitosas.

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Phrases for the development of your conference in Spanish

During the development of the Spanish presentation it is important to pay attention to the correct pronunciation of the words, as well as the tone, rhythm and pauses. Remember that you can practice these aspects in Spanish courses  to improve your Spanish speaking skills.

• Establish contact with the audience

To increase audience interest and engagement, it is important to establish contact with your audience. Use interactive elements such as polls to get them involved and express themselves on the topic, here are some examples. We remind you that you can learn Spanish while living an incredible experience in Mexico or at the Spanish school Bogota . You choose the school, we make sure you learn Spanish in an attractive way.

• Por favor levanten la mano si alguna vez ______…
• Alguien ha pensado en______?
• Por favor pregunten cualquier duda o tema.
• Comparando _____con_____, podemos notar que…
• Claramente, ______ tiene más sentido que______…
• Mientras que la Opción A es______, Option B se refiere a…
• Primeramente ______, en segundo lugar______…
• En la siguiente diapositiva…
• Asimismo, es importante mencionar que…
• Ahora pasaremos al siguiente tema…
• Preparé un video al respecto…
• Esta imagen explica perfectamente el concepto…
• Pongan atención en el video/imagen en donde …
• El promedio es…
• Los resultados demuestran que…
• De acuerdo con este párrafo, la atención debe de estar en…
• I want to stress the importance of…
• This is of high significance because…
• Moreover, it has to be said that…

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Finish your Spanish presentation successfully

In order to close your Spanish presentation correctly, here are some phrases to put your Spanish lessons into practice.

• En conclusión, podemos decir que…
• En resumen, los puntos principales son…
• Teniendo en cuenta los aspectos mencionados, podemos concluir que …
• Fue un honor estar con ustedes el día de hoy.
• Gracias por su tiempo y atención.
• Gracias por asistir al evento el día de hoy.

Remember to adapt body language to the presentation and practice in Spanish classes . Preparing a professional Spanish presentation or for personal purposes is probably one of the tests or objectives you will have when studying the language. Prepare yourself with Spanish lessons to develop your language skills and obtain an international Spanish certificate.

Enroll in one of the most important Spanish schools in Mexico and LATAM to live a language experience!

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Stage 1: Greetings and presentations in Spanish

English translation of podcast audio

Spanish Route, episode ONE. Your guided route to Spanish.

Good morning, good afternoon or good evening. Welcome to Spanish Route. The program, the podcast, to learn Spanish in the easiest and most fun way. My name is Sergio and I am your personal Spanish trainer.

This is the first program and it’s going to be very easy, you’ll see.

We will learn to introduce ourselves and to greet us. We will ask some questions and answer them. That way you’ll know me a little better.

But first, I want to remind you that on my website:  SpanishRoute.com   You can read the transcription and English translation of this program. In case there is something you have not understood well. You can download the pdf with the presentation of the class and with a very easy written exercise to help you practice the concepts we have talked about today.

Also, from  spanishRoute.com/contact  , you can write me with questions that we will solve in the program.

And if you want to  access Skype conversation sessions with me , at a very low price.  

Remember SpanishRoute.com. And now Let’s start with the program.

In this first chapter  we will start at the most basic level.  We will learn to introduce ourselves and to greet us.

Remember that this program can be followed from the audio player of my website, or through your favorite podcast player.

And besides, in case you find it difficult to follow me, you can also watch the class through my YouTube channel with the presentation of the sentences in writing.

Do not worry about grammar, writing or punctuation, we will see it little by little in the next classes.

For the moment, the most important thing is to practice your hearing and mentally translate the phrases and expressions of Spanish into your language.

Hola (Hello!)

¡ Hola! (Hello!)

This is the word (the interjection) to greet, draw the attention of another person or introduce ourselves. ¡Hola! = Hello!

¿Cómo te llamas? (What is your name?)

¿Cómo te llamas? (What is your name?)  This is the phrase we use in Spanish to ask the name of the person we are talking to.  ¡Hola! ¿Cómo te llamas? (Hello! What is your name?)

Me llamo Sergio (My name is Sergio)

Me llamo Sergio (My name is Sergio).  With these words I answer the previous question. It’s the way to tell someone what my name is.

You could also say «Yo me llamo Sergio». But in Spanish the subject pronoun of the phrase is usually omitted when in the conjugation of the verb one already understands who the subject is.

Bienvenido (Welcome)

¡Bienvenido! (Welcome!)  . This is the word we use to receive someone in our house, in our place of work, or in any event or situation. Also when someone arrives from a trip, for example.

Do you know how to say” bienvenido ” in your language?

Bienvenido.  This is the masculine form. That is, when the other person is male: A boy, a man or a man.

Bienvenida.  This is the feminine form. When the other person is of the female gender. A girl, a woman or a lady.  Welcome.

¡Encantado de conocerte! (Nice to meet you!)

This is the phrase to say that we are glad to meet someone.  ¡Encantado de conocerte! (Nice to meet you!)

This is the masculine form, but it refers to the subject of the phrase. To the gender of the person who says the phrase.

If I am a boy I say: «¡Encantado de conocerte!»

If I am a girl I say: «¡Encantada de conocerte!».

¿De dónde eres? (Where are you from?)

¿De dónde eres? (Where are you from?)  This is the phrase to ask about the place of origin of the person with whom we are speaking.

Soy de España (I am from Spain)

As you can see, I can omit the subject. Although I could also say:  Yo soy de España.

Soy español (I am Spanish).  It is the way to express my nationality or demonym. It’s the masculine form:  Soy español , when I’m a boy.

Soy española (I am Spanish).  This is the feminine form. When the subject is female. If I were a girl I would say:  I’m Spanish.

¿Y tú? (And you? or What about you?)  This is the way to ask the same question that you just asked us. Or to ask about the same thing that I just affirmed.

¡Hola!, me llamo Sergio, ¿Y tú? (Hello! my name is Sergio, what about you?)

Tengo hambre, ¿y tú? (I am hungry, and you?)  (here it is understood that we ask the other person if he is also hungry).

Demonym (Gentilicios)

There is no rule to form the gentilicios or nationalities of different countries but there are frequent terminations.

Remember that the names and nationality are adjectives and in Spanish they can have a masculine or feminine form. I propose you these examples:

De España>>> español o española (from Spain>>> Spanish)

De Inglaterra >>> inglés o inglesa (from England>>> English)

De Francia >>> francés o francesa (from France>>> French)

De Estados Unidos >>> estadounidense ( From U.S>>> American). In this case,  Estadounidense  would serve for the male or female form of the subject. 

Another country with a similar termination would be Canada. De Canadá>>> canadiense (from Canada, Canadian). Both male and female.

De Italia>>> Italiano o italiana (from Italy: Italian).   

Affirmation and denial

Sí (Yes):  We use the word «sí» to answer affirmatively.

No. We use the word «no» to answer negative form

¿Sabes donde está España? (Do you know where Spain is?)

Sí, España está en el sur de Europa. (Yes, Spain is in southern Europe).

¿Sabes donde está Galicia? (Do you know where Galicia is?)

No, no lo sé (No, I do not know).  In this case, after the first «no», in the following sentence we must repeat the «no» to indicate the negation of the verb.

In the case of the affirmative answer:  Sí, Galicia está en el norte de España  (Yes , I know . Galicia is in the north of Spain) the «sí» should no longer be repeated.

Cardinal points

The cardinal points in Spanish are:   norte, sur, este, oeste  (north, south, east, west).

Suecia está en el norte de Europa (Sweden is in northern Europe)

El sol sale por el este (the sun rises from the east)

Italia está en el sur de Europa (Italy is in southern Europe)

Portugal está al oeste de España (Portugal is west of Spain)

With these example sentences, note that the cardinal points are almost always used with the masculine definite article «El (the)»

In the phrase:  Portugal está al oeste de España (Portugal is to the west of Spain),  the word «a» is the contraction of the preposition «a» (to) and the article «el» (the).

We will see the contractions in Spanish in upcoming programs, do not worry.

We can also observe the use of two different prepositions. In the sentence:  Italia está en el sur de Europa  ( Italy is in the south of Europe),   before «el sur» (the south) we use the preposition «en» (in), because Italy belongs to Europe. While in:  Portugal está al oeste de España  ( Portugal is to the west of Spain),  we use the preposition «a» (to) because Portugal does not belong to Spain. It is another country. If Portugal were a region of Spain, for example, we would say: Portugal está en el oeste de España ( Portugal is in the west of Spain).

Bien (well)  / Malo (wrong)

The words bien (well  / right ) and  mal  (evil /  wrong ) can be nouns or adverbs. As a noun, « el bien » is the abstract entity formed by what is morally good. And « el mal » means the opposite. As substantives, these words carry articles.

La lucha entre el bien y el mal. ( The struggle between good and evil) .

As a noun well also means asset or property.

Yo invierto en bienes inmuebles (I invest in real estate). As an adverb: « Bien»  (right) means what is right or «in the best possible way». and « mal»  (wrong) what is wrong. In expressions to say hallo, it is used with the verb « estar» (be) :

¿Cómo estás? (¿Qué tal estás? (How are you?) / How do you do?) Estoy bien, ¡gracias! (I’m fine thanks).

It would not be correct to say «soy bien». «Bien» it is never used with the verb «ser» in spanish. «Bien» when accompanying the verb «estar» means to be healthy, easy or be comfortable. «Mal» means that something is wrong. When accompanying the verb « estar » can signify that he is sick, sad, uncomfortable or angry. In the next program we will talk again about these words and the differences with «bueno» (good) or «malo» (bad) adjectives. That sometimes can be confusing for Spanish students.

Por favor, (please), disculpa (excuse me), gracias (thank you)

Por favor (Please)

The expression «por favor» in two words: (por + favor) is used to request something or in educated questions

¿Por favor, puedes ayudarme? (Please, can you help me?)

Disculpa (excuseme) 

It is a word that can be used to draw attention before asking a question, or in another context ask for forgiveness or excuses, although in this last case we usually say «lo siento» (i am sorry). 

¡ Disculpa!, ¿puedes venir? ( Excuseme! You can come?

¡Gracias! (Thank you!)  or  ¡Muchas gracias!   (thank you very much!)

It serves to express gratitude. We usually say it after receiving the answer to a question we have asked previously.

¡Gracias! Eres muy amagle. (Thanks, you’re very kind).

Or at the end of a speech, for example.

Gracias por vuestra atención. (Thank you for your attention).

Do you remember how you say «gracias» in your language?

More ways to say hello

¡Hola! (Hello!) 

¡Buenos días! (Good morning!)   We say it in the morning.

¡Buenas tardes! (Good afternoon!)  We say it after noon or after eating.

¡Buenas noches! (Goodnight!)  We say it after sunset, when it is already night.

¿Cómo estás? (How are you? / How do you do?  Courtesy question to be interested in the other person.

¿Y tú (?And you?)  We can use it to not repeat the question again:  ¿ Cómo estás? (How are you?)

¿Cómo te encuentras? (How do you feel?)  It is another way of being interested in the other person.

The question marks and admiration ( in spanish )

¡…!  In written Spanish, unlike English, the exclamation marks are double and one is written at the beginning and another at the end of the sentence. It is the same sign but written backwards, with the point pointing upwards. They are used to signal admiration or exclamation and in interjections such as:    ¡Hola!

¿…?  Question marks are also written at the beginning and end of the sentence. The interrogation opens with the same sign but drawn upside down. With the point at the top.

¿Cómo te llamas?

Say Goodbye

Let’s see now the expressions for the farewells.

¡Adios! (Bye! or goodbye)  It is the most generic and neutral farewell. Surely you know how to translate it into your language

¡Hasta mañana! (See you tomorrow!)   It is said when we expect to see the other person the next day.

¡Hasta luego!  When we expect to see the other person later, without specifying when we will see each other again.

¡Nos vemos! (See you!)  This is a more informal expression.

¡Hasta pronto! (See you soon!)  Similar to the previous ones, it expresses a certain desire to see us soon.

¡Buenas noches! (Goodnight!)  To say goodbye, we can also use:  buenos días, buenas tardes o buenas noches,  depending on the time of day we are. But the most usual thing is to say goodbye at night, when we go to sleep, for example.

And here’s the first program, the first stage of SpanishRoute your guided route to Spanish.

Remember that on the website SpanishRoute.com you can find the transcription and English translation of the class and you can consult your doubts or suggestions. And if you want to practice your pronunciation book a Skype session with me.

Thank you very much for listening to me, for subscribing, for the positive evaluations and «I like it» and see you in the next program. Next stage of your guided route to Spanish.

Spanish version: Transcription (in Spanish)

Spanish Route episodio UNO. Tu ruta guiada al  español.

Buenos días, buenas tardes o buenas noches. Bienvenido a Spanish Route. El programa, el podcast para aprender español de la manera más fácil y divertida.

Me llamo Sergio y soy tu entrenador personal de español.

Este es el primer programa y va a ser muy fácil, ya lo verás. Aprenderemos a presentarnos y a saludarnos. Haremos algunas preguntas y las contestaremos. Así me conocerás un poco mejor.

Pero antes quiero recordarte que en mi página web,  SpanishRoute.com , puedes leer la trascripción y traducción al inglés de este programa. Por si hay algo que no has entendido bien. 

También, desde  spanishRoute.com/contact , puedes escribirme con dudas y preguntas que resolveremos en el programa. 

Y si lo deseas acceder a sesiones de conversación por Skype conmigo, a un precio muy reducido.  

Recuerda SpanishRoute.com

Y ahora sí. Emecemos con el progama.

En esta primer capítulo  empezaremos por el nivel más básico.  Aprenderemos a presentarnos y a saludarnos.

Recuerda que este programa lo puedes seguir desde el reproductor de audio de mi página web, o a través de tu reproductor de podcast favorito. No te preocupes por la gramática, la escritura o los signos de puntuación, lo iremos viendo poco a poco en las próximas clases. De momento, lo más importante es practicar tu oído y traducir mentalmente a tu idioma las frases y expresiones del español.

Esta es la palabra (la interjección) para saludar, llamar la atención de otra persona o presentarnos.  ¡Hola!

¿Cómo te llamas?  Esta es la frase que usamos en español para preguntar el nombre de la persona con la que estamos hablando.  ¡Hola! ¿Cómo te llamas?

Me llamo Sergio

Me llamo Sergio.  Con estas frase yo contesto la pregunta anterior. Es la manera de decirle a alguien cuál es mi nombre. 

También podría decir «yo me llamo Sergio». Pero en español se suele omitir el pronombre sujeto de la frase cuando en la conjugación del verbo ya se entiende quien es el sujeto.

  Bienvenido

Bienvenido . Esta es la palabra que utilizamos para recibir a alguien en nuestra casa, en nuestro lugar de trabajo, o en cualquier evento o situación.  También cuando alguien llega de un viaje, por ejemplo.

¿Sabes como se dice «bienvenido» en tu idioma?

Bienvenido.  Esta es la forma masculina. Es decir, cuando la otra persona es del género masculino: Un chico, un hombre o un señor.

Bienvenida . Es la forma femenina.  Cuando la otra persona es del género femenino. Una chica, una mujer o una señora.  Bienvenida.

¡Encantado de conocerte!

Esta es la frase para decir que nos alegramos de conocer a alguien.  ¡Encantado de conocerte!

Esta es la forma masculina, pero se refiere al sujeto de la frase. Al género de la persona que dice la frase.

Si yo soy un chico digo: “Encantado de conocerte”

Si yo soy una chica digo: “Encantada de conocerte”.

¿De dónde eres?

¿De dónde eres?  Esta es la frase para preguntar por el lugar de origen de la persona con la que estamos hablando. 

Soy de España.  Como ves puedo omitir el sujeto. Aunque también podría decir:  Yo soy de España .

Soy español.  Es la forma de expresar mi nacionalidad o gentilicio. Es la forma masculina:  soy español , cuando yo soy un chico. 

Soy española.  Esta es la forma femenina.  Cuando el sujeto es femenino. Si yo fuese una chica diría:  Soy española.

¿Y tu?  Esta es la forma para realizar la misma pregunta que nos acaban de hacer. O para preguntar sobre lo mismo que acabo de afirmar.

Hola! me llamo Sergio, ¿y tu?

Tengo hambre, ¿y tu?  (aquí se entiende que le preguntamos a la otra persona si también tiene hambre).

Gentilicios

No existe una regla para formar los gentilicios o nacionalidades de los diferentes países pero sí que existen terminaciones frecuentes.

Recuerda que los gentilicios y nacionalidad son adjetivos y en español pueden tener forma masculina o femenina. Te propongo estos ejemplos:

De España >>> español o española

De Inglaterra >>> inglés o inglesa

De Francia >>> francés o francesa

Estados Unidos >>> estadounidense

Een este caso el gentilicio  estadounidense  serviría tanto para la forma masculina como la femenina.

Otro país con una terminación similar sería la de Canadá. De Canadá, canadiense. Tanto masculino como femenino.

De Italia >>> italiano o italiana.   

Afirmación y negación

Sí:  Utilizamos la palabra «sí»para contestar de forma afirmativa.

No:  Utilizamos la palabra «no» para contestar de manera negativa

¿Sabes dónde está España?

Sí, España está en el sur de Europa.

¿Sabes dónde está Galicia?

No, no lo sé.  En este caso, después del primer «no», en la frase siguiente debemos repetir el «no» para indicar la negación del verbo. 

En caso de la respuesta afirmativa:  S í, lo sé .  Galicia está en el norte de España .  Ya no se debe repetir el «sí». 

Puntos Cardinales

Los puntos cardinales en español son:   Norte, sur, este, oeste.

Suecia está en el norte de Europa

El sol sale por el este

Italia está en el sur de Europa

Portugal está al oeste de España

Con estas frases de ejemplo, observa que los puntos cardinales casi siempre se usan con el artículo determinado masculino “el”

En la frase:  Portugal está al oeste de España,  la palabra  «al»  es la contracción de la preposición «a» y el articulo “el”.

Veremos las contracciones en español en próximos programas, no te preocupes.

Podemos observar también el uso de dos preposiciones diferentes. En la frase:  Italia está en el sur de Europa,  antes de “el sur” usamos la preposición «en», porque Italia pertenece a Europa. Mientras que en:  Portugal está al oeste de España,  usamos la preposición «a» porque Portugal no pertenece a España. Es otro país. Si Portugal fuese una región de España, por ejemplo, diríamos:  Portugal está en el oeste de España .

Las palabras « bien»  y « mal » pueden ser sustantivos o adverbios. Como sustantivo, «el bien» es la entidad abstracta formada por lo que es moralmente bueno. Y «el mal» significa lo contrario. 

Como sustantivos, estas palabras llevan artículos. La lucha entre el bien y el mal. Como sustantivo, «bien» también significa activo o propiedad. Yo invierto en bienes inmuebles. Como adverbio, «b ien » significa lo que es correcto o «del mejor modo posible». y « mal » lo que es incorrecto. En las expresiones para saludarse, se usa con el verbo «estar»: ¿Cómo estás? /¿Qué tal estás? Estoy bien, ¡gracias! No sería correcto decir «soy bien». « Bien » nunca se usa con el verbo « ser » en español. « Bien » cuando acompaña el verbo « estar » significa estar sano, estar cómodo o estar a gusto. « M al » significa que algo es incorrecto o erróneo. Cuando acompaña el verbo « estar » puede significar que está enfermo, triste, incómodo o enfadado. En el próximo programa volveremos a hablar sobre estas palabras y las diferencias con los adjetivos «bueno» o «malo». Que en ocasiones puede ser algo confuso para los estudiantes de español.

Por favor, disculpa, gracias

La expresión “ por favor ” en dos palabras: ( por + favor ) se usa para solicitar algo o en preguntas educadas.

¡Por favor!, ¿puedes ayudarme?

Es una palabra que se puede usar para llamar la atención antes de hacer una pregunta, o en otro contexto pedir perdón o excusas, aunque en este último caso solemos decir “lo siento”.  ¡Disculpa!   ¿puedes venir?

¡Gracias!  o  ¡muchas gracias! 

Sirve para expresar gratitud. Solemos decirlo después de recibir la respuesta a una pregunta que hemos hecho con anterioridad.

Gracias, eres muy amable.

O al terminar un discurso, por ejemplo.

Gracias por vuestra atención.

¿Recuerdas como se dice «gracias» en tu idioma?

Más formas para saludar

¡B  uenos días!   Lo decimos por las mañanas.

¡Buenas tardes!  Lo decimos después del medio día o después de comer.

¡Buenas noches!  Lo decimos después de la puesta de sol, cuando ya es de noche.

¿Cómo estás?  Pregunta de cortesía para interesarnos por la otra persona.

¿Y tu?  Lo que podemos usar para no volver a repetir la pregunta:   ¿cómo estás?

¿Cómo te encontramos?  Es otra forma de interesarnos por la otra persona.

Los signos de interrogación y admiración (en español)

¡…! En español escrito, a diferencia del inglés, los signos de exclamación son dobles y se escribe uno al principio y otro al final de la frase. Es el mismo signo pero escrito al revés, con el punto hacia arriba. Se usan para señalar admiración o exclamación y en interjecciones como:    ¡Hola!

¿…? Los signos de interrogación también se escriben al principio y al final de la frase. La interrogación se abre con el mismo signo pero dibujado al revés. Con el punto en la parte superior.

¿Como te llamas?

Veamos ahora las expresiones para las despedidas.

¡Adios!  Es la despedida más genérica y neutra. Seguro que sabes traducirlo a tu idioma.

¡Hasta mañana!   Se dice cuando esperamos ver a la otra persona al día siguiente.

¡Hasta luego!  Cuando esperamos ver a la otra persona más tarde, sin especificar cuándo nos volveremos a ver.

¡Nos vemos!  Esta es una expresión más informal.

¡Hasta pronto!  Parecida a las anteriores, expresa cierto deseo de vernos pronto.

¡Buenas noches!  Para despedirnos, también podemos usar:  buenos días, buenas tardes,  o  buenas noches  , afectar el momento del día en el que nos encontramos. Pero lo más habitual es despedirnos por las noches, cuando nos vamos a dormir, por ejemplo.

Y hasta aquí el primer programa, la primera etapa de Spanish Route, tu ruta guiada al español. 

Recuerda que en la web spanishRoute.com podrás encontrar la transcripción y traducción al inglés de la clase y podrás consultarme tus dudas y sugerencias.

Y si quieres practicar tu pronunciación reserva una sesión por Skype conmigo.

Muchas gracias por escucharme, por suscribirte, por las valoraciones positivas y “me gusta” y nos vemos en el próximo programa. Siguiente etapa de tu ruta guiada al español.

La presentación oral: 13 Ways to Teach it for AP Spanish Success

When my students first began giving oral presentations in my AP Spanish Language and Culture course, they had trouble for three reasons:

1. They had little knowledge of cultural practices in Spanish-speaking countries.

2. They struggled to finish within the two-minute limit.

3. Their presentations were completely disorganized.

In this blog post, I will explain how I addressed each issue so that my students were able to master the oral presentation section of the AP Spanish exam. Keep reading and get my F-R-E-E culture project on Spanish-speaking countries and famous hispanohablantes. Below are my best tips on how to teach la presentación oral.

1. STUDENT RESEARCH

Neither the teacher nor the students can predict what cultural practice will be mentioned in the presentational speaking section of the AP exam. Hence, the anxiety. However, just as those who live in Seattle must always have a raincoat within reach, students of AP Spanish must come equipped with knowledge of many traditions practiced in Spain and Latin America. Hence, the culture presentation. The more customs they are familiar with, the more likely it is that they will be able to answer the question with confidence. In order to fill their cultural knowledge bank, I assign a project.

At the beginning of the course, I hand out instructions for a culture project. Students must do a Google search to find cultural practices or traditions of a Spanish-speaking country. They can either choose from articles in the textbook or find their own. If they select a tradition not in the text, I must approve their choices.

I hand out and explain the instructions, so students know the requirements.

THE PRESENTATION MUST:

• Have a visual component.
• Be five minutes long.
• Include comprehension questions for the class.
• Include a quiz for the class.
• Include an additional two-minute oral presentation comparing the cultural practice with one in their own country.

While the student talks, the observers take notes. Whenever students give presentations, I also include a graded, listening component for the observers so no one is sitting idly; students are always practicing their Spanish language skills, either speaking or listening. In this case, the students must evaluate la presentación oral according to the rubric, and answer comprehension questions in the student-created quiz.

After the presentations, the observers ask the presenter questions about his or her speech, then take the quiz.

Want more details? Click the following link to access the culture project I use: LA PRESENTACIÓN ORAL CULTURE PROJECT . These instructions are for Triángulo aprobado, but you can use them with Vista Higher Learning or any other textbook or test-practice booklet. Just replace the titles where appropriate.

2. TELL STUDENTS THE LEARNING GOAL

When I was a new teacher, I would anxiously sit down to grade a project and then feel my disappointed heart sink to my toes as I read each submission. How did the students miss the target by so great a distance? Because I had assumed they knew what I expected. Surely they knew they needed to include what to me were obvious elements. But they didn’t.

Students need to know exactly what is required of them. With that goal in mind, I tell them, at the beginning, what the learning objectives are. Then I give them the rubric with even more details. Below is the learning goal I give my students for the presentación oral comparing the grading system in the U.S. to that of a Spanish-speaking country:

Given a rubric of the oral presentation, vocabulary of comparisons, a PowerPoint on the Oral Presentation, and information on grading systems, students will do a two-minute oral presentation comparing the grading system of one Spanish-speaking country to the grading system in the United States.

HERE IS ANOTHER LEARNING GOAL:

Given information on Cartagena and Macchu Picchu, students will do an oral presentation comparing an American tourist attraction to Machu Picchu or Cartagena.

These topics were in the cultural texts of our AP Spanish test-prep booklet.

3. STUDENTS PRACTICE VOCABULARY FOR COMPARISONS AND FOR THE WRITTEN TEXT

Before students attempt to discuss the differences and similarities of various cultures, they need to have the vocabulary to do so; they need to know how to make comparisons in Spanish, and they need to know the vocabulary specific to the given topic.

I hand out a list of words and phrases students need in order to make comparisons and also vocabulary of challenging words from the text we will be reading.

The words don’t automatically become part of the students’ working vocabulary just because I handed them the list of words. They need to practice the vocabulary, to see the words in context, and to let them percolate in their brains (recognition phase). Then they draw a representation of the words, write the definition, and use them in context themselves (productive).

Below is part of the list of comparisons I give my Spanish students.

Vocabulario para la comparación

• Por un lado                                     On the one hand
• Por otro lado                                  On the other hand
• En comparación con                    In comparison with
• Si se compara…con                      If one compares…with
• Es cada vez más                            It’s more and more
• Es cada vez menos                       It’s less and less
• Mientras que X…                          While X…
• Se parece a…                                 It is similar to
• Se diferencia en                            It differs in that
• Mejor / peor queue                        Better / worse than
• Aunque…                                      Although / even though
• A la inversa                                   Conversely
• De manera different                   Differently
• Sin embargo                                 However

For example, I might say the following: Escojan dos palabras del vocabulario en la página 112. Hagan los cuadros y escriban una oración para cada palabra.

Students draw a square with four boxes. Sometimes, instead of writing sentences in the last box, I tell them to write synonyms in Spanish. Below is the demonstration I show them before instructing them to practice with the vocabulary.

4. LA PRESENTACIÓN ORAL: LAS INSTRUCCIONES

LEARNING TARGET: Students will plan and produce spoken presentational communications.

After students practice the vocabulary, we read the instructions and the exam description together, in Spanish, so they understand the requirements:

• They will have four minutes to read the topic and prepare their presentation.
• They will have two minutes to record their presentation.
• They will need to use the formal register.
• They will be comparing cultural characteristics / practices, traditions of the community in which they live with those of a Spanish-speaking country or Spanish-speaking communities with which they are familiar.
• They can use any of the following examples: information they have read, heard, or seen, or personal experiences or observations.

5. STUDENTS MUST ORGANIZE THEIR ORAL PRESENTATION

It is essential that students learn to organize their presentations, or they will not succeed on the exam. Organizing helps them think better and it also helps them stay within the time constraints.

In order to organize their speech, they must:

• Begin with a thesis statement that answers the question.
• Include words of the question in their thesis statement.
• Include developing paragraphs and a conclusion.
• Use a graphic organizer to prepare: I show students how to use a Venn Diagram and also a T graphic. On one side, students put the differences, on the other side, the similarities.

6. RUBRIC FOR PRESENTATIONAL SPEAKING

I read the College Board rubric for AP Spanish Presentational Speaking with the students so they know how they will be evaluated.

7. SHOW THE POWERPOINT

Then, I show my PowerPoint, which repeats the instructions (once isn’t enough) and gives more details of what is required. Below are a few examples of what students learn when watching the PowerPoint.

STUDENTS MUST:

• Demonstrate knowledge of the culture of a Spanish-speaking country.
• Speak fluidly.
• Provide details of the culture.
• Make themselves understood, speak with varied vocabulary and idiomatic expressions.
• Speak with good pronunciation.
• Correct themselves as they are speaking when they make mistakes.
• Commit few grammatical errors
• Read the question thoroughly.
• Use pausing or transition words to give them time to think such as, “así que, pues, entonces, además…”

The PowerPoint also shows several example introductions and thesis statements for a given cultural comparison including reasons number one and two. It also shows model text for developing paragraphs and a conclusion.

8. STUDENTS EVALUATE USING THE RUBRIC OR A CHECKLIST

After showing the PowerPoint, I give students a checklist of the required elements. After they read the model presentation, I check for understanding by asking students what the requirements are for a good presentation.

Then, students evaluate the model presentation according to the rubric or checklist using the college board grading system: They give an exam score of 1-5. (My checklist was created using the AP Spanish rubric for presentational speaking.)

An easy way to give students an idea of what a grade of 5 looks like is to have them listen to past exams and guess the score. Students hear presentations of scores ranging from 1 to 5. They then evaluate the presentation using a checklist. Once they guess, I show them what the real score was.

9. SELF-CORRECTING

I train students how to correct themselves during the presentation to improve fluidity and help them sound more like a native speaker. For example, I teach the vocabulary they will need when they misspeak, such as, “Es decir, mejor dicho, o sea, digo”.

10. READ THE CULTURAL NOTE

I read the cultural note in the textbook, test-practice booklet, or text I have provided. For example, I say: Lee la “Cápsula cultural: En las terrazas de Cuzco se puede cultivar más que hortalizas” en la página 111 en Triángulo aprobado.

Then I read the question. For example: Comparaciones: Compara la atracción turística de Machu Picchu con un sitio de tu país o comunidad.

11. SOLICIT DIFFERENCES AND SIMILARITIES USING THE GRAPHIC ORGANIZERS

I solicit “semejanzas y diferencias”. I write in students’ answers on a transparency (Boy am I old), smart board or whiteboard. Students take notes in their graphic organizer.

12. STUDENTS PRACTICE WITH A PARTNER

Working with a partner greatly decreases student anxiety and makes the task more fun. Also, students have the advantage of a peer tutor.

The first time students work on the oral presentation, I give them a full ten minutes to prepare. The more proficient they become in organizing their comparisons, the less time I give them. The last few months before the AP Spanish exam, students listen to the audio prompts which only allow four minutes to prepare.

13. STUDENTS PRESENT WITH PARTNERS AND EVALUATE EACH OTHER

Students now give their oral presentations using Google Voice, Audacity, or online using the publisher’s site. I time them for two minutes using a stopwatch.

One student at a time gives the presentation while the partner evaluates using the checklist. Students turn in the checklist.

I ask for two volunteers to present before the class for extra points. The entire class grades them according to the checklist.

14. BE EFFICIENT WITH TIME

Did I say 13 ways? Here is #14.

Time is always beating me with a whip as I prepare my students to pass the test. Therefore, I must find ways to use my time efficiently. A great way to save time is to work on two sections of the AP exam simultaneously. I instruct half the class to work on the oral presentation and the other half to work on the simulated conversation for the current AP Spanish theme, for example: Contemporary Life, or Global Challenges. Half the students are doing practice tests for presentational speaking while the other half works on interpersonal speaking. For example:

• Half the class does Conversación simulada p. 117 on Audacity or the Learning Site.
• The other half of the class does oral presentation on Google Voice or the Learning Site.
• Then they switch.
• The Spanish teacher times the oral presentation for two minutes. Remember to tell the test takers to say their name and let a few seconds pass first and to say who they are when using Google Voice.

If you would rather not do all the work yourself, you can use the Oral Presentation PowerPoint and Activities for AP Spanish Language and Culture to help students master la presentación oral portion of the AP Spanish exam. This valuable resource includes everything I have mentioned in this post.

These resources can be used with Triángulo aprobado Spanish Language books or Vista Higher Learning booklets or any AP Spanish Test-prep books. Google Slides digital versions are available, too.

The 28-slide Presentación Oral PowerPoint for AP Spanish includes the following:

• Instructions on how to do a cultural oral presentation for AP Spanish
• Required elements of an oral presentation
• A sample cultural question taken from Triángulo aprobado
• Two sample graphic organizers for the “presentación oral”
• Instructions on how to write the “oración de tesis” and how to organize the “presentación oral”
• A sample cultural oral presentation with the components labeled
• Expressions for self-correction
• Expressions for pausing and transition
• 24 words and expressions useful for making comparisons
• Four possible introductions
• Three possible “oraciones de tesis”
• Two sample developing paragraphs
• A sample conclusion
• Instructions for writing the conclusion

The printables include the following:

• a checklist for self-correction or partner correction
• a lesson plan for the oral presentation following the EDI format: the learning objective, attention-getter, tension, explain/model/demonstrate, checking for understanding, guided practice, closure, independent practice/homework, and items needed to present the lesson
• a graphic organizer
• a handout of vocabulary for making comparisons
• the password to open the PowerPoint YOU WILL NEED MICROSOFT OFFICE 2002 in order to access the password-protected PowerPoint.

This PowerPoint and Activities is included in the following bundle: A P SPANISH POWERPOINTS

How do AP Spanish students record their  simulated conversations  and  oral presentations ?

So many of you have asked me what my students use to record their presentations. I will tell you what I used and also what other teachers use, so you have many options. BELOW ARE WAYS STUDENTS CAN RECORD:  

• Google Voice (What I used)
• Vocaroo  Online Voice Recorder (It’s free and I’ve heard great things about it.)
• Flip  (Used to be FlipGrid.)
• Schoology, Canvas, or any LMS (Learning Management System) your school is using.
• Audacity (I have used this as well.)
• Vista Higher Learning SuperSite
• Student Phones (Voice Memo or Recording App)
• Google MP3 in Google Classroom

READY-MADE LESSON PLANS THAT DO EVERYTHING FOR YOU

If you don’t want to write the lesson plans yourself, use the ready-made lesson plans below. They do everything for you! And you can have confidence in them since all my students passed the AP Spanish Language and Culture Exam except one during the five years I taught AP Spanish.

AP Spanish Lesson Plans and Curriculum for Tríangulo apro bado

AP Spanish Lesson Plans and Curriculum for Vista Higher Learning

Would you like more free resources for AP Spanish? And more tips on how to teach it? Click on the links below.

F-R-E-E Lesson on the Argumentative Essay for Presentational Writing (Previously called the Persuasive Essay)

Simple Tips on How to Teach the AP Spanish Email Reply for Interpersonal Writing

How to Teach the Argumentative Essay

Why I Teac h AP Spanish the Way I Do

What do I Teach After the AP Spanish Language and Culture Exam?

I hope this post has given you some ideas to help your students master la presentación oral section of the AP Spanish exam. If you found this post helpful, send the link to a friend!

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I taught world language for 31 years and have created countless resources for Spanish and French during that time.  I am a top seller on Teachers Pay Teachers and for the past 11 years I have devoted my time and energy to helping teachers save time, avoid burn-out, and bring their students to proficiency in the target language through the use of my proven resources. During the five years that I taught AP Spanish, all but one of my students (primarily non-native speakers) passed the AP exam most with fours and fives.

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This is a selection of PowerPoint Presentations freely available on the Internet that I decided to put together here, as I consider them useful both for learners as well as for teachers who are in a rush and need quality materials for their classes. Most of these are not mine, as you will be able to see in the original credits that accompany them. I personally do not use them in my classes as I prefer to create my own, and I really have a blast doing so, but I know many teachers would love to get their hands on this stuff. So if that describes you, I would love to welcome you to enjoy these free Spanish Powerpoints!

Translating ‘By’ to Spanish

English preposition has many meanings

Peter Stark / Getty Images 

• History & Culture
• Pronunciation
• Writing Skills
• B.A., Seattle Pacific University

"By" is one of the English prepositions that is most difficult for Spanish students to translate into their new language, because it can have many meanings.

Before you try translating a sentence using "by," you need to ask yourself, "What does this word mean?" In many cases, if you can reword the sentence to express the same thought or relationship in different words, you are well on your way to figuring out what you want to say in Spanish.

Here are some of the most common meanings of "by" with examples of how the same thing can be said in Spanish.

To Indicate Agent or Cause

Usually, you can say that something was created or put in its present condition by someone or something using the preposition por . If the word or phrase (known as an object) following "by" answers the question "who or what did it?" then por is your likely choice.

• "Hamlet" was written by Shakespeare. ( "Hamlet" fue escrito por Shakespeare. )
• The area affected by the sound is very large. ( La zona afectado por el sonido es muy grande. )
• Ozone is a gas formed by the action of sunlight. ( El ozono es un gas que se forma por la acción de la luz solar. )
• My car was struck by another car. ( Mi coche fue atropellado por otro coche. )

As in the first example above, por is often used to indicate authorship. Thus, a book cover will usually indicate that the contents were written por the author.

However, in sentences in English that can be reworded to use the name of an author as a description, the preposition de is usually used in translation:

• "Volver" is a film by Almodovar. ("Volver" is an Almodovar film.) "Volver" es una película de Almodóvar. The English could also be stated as " Volver is an Almodovar film.")
• Where I can I buy books by Mark Twain in Spanish? ( ¿Dónde puedo comprar libros de Mark Twain en español? The English could also be stated as "Where can I buy Mark Twain books in Spanish?")

Means of Transportation

Usually en or por can be used more or less interchangeably when indicating how someone or something travels, although en is more common.

• We are traveling by plane from New York to London. ( Viajamos en avión desde Nueva York a Londres. Viajamos por avión desde Nueva York a Londres. )
• Traveling by car through Norway is easy and pleasant. ( Viajar en coche por Noruega es sencillo y agradable. Viajamos por coche por Noruega es sencillo y agradable. )

However, the phrases "by foot" and "by horseback" are typically translated by the fixed phrases a pie and a caballo .

• Enjoy Madrid with this private tour by foot with an official guide. ( Disfrute de Madrid con este tour privado a pie con guía oficial .)
• The three left by horseback and are not coming back. ( Los tres salieron a caballo y no regresan. )

In Time Elements

When "by" means "not later than," para can be used:

• I will be ready by 4. ( Estaré lista para las cuatro .)
• I hope that we can announce it by midnight. ( Espero que podamos anunciar para la medianoche. )

Indicating Proximity

When "by" means "near" or "next to," cerca de or junta a can be used:

• There is a large park by the library. ( Hay un gran parque junto a la biblioteca. )
• All the hotels are located by the beach. ( Todos los hoteles se encuentran ubicados cerca de la playa. )

Untranslated ‘By’ With the Spanish Present Participle

Spanish often uses present participles (the verb form ending in -ando or -endo ) in a way that doesn't have an exact English equivalent but is used to indicate the means by which a goal or state of being is accomplished. In such cases, the sentences can convey the meaning of the English "by." Examples:

• A fake doctor got rich by diagnosing nonexistent cancers. ( Un falso doctor se hizo rico diagnosticando cánceres inexistentes. )
• By studying weekends, Susana will pass the test. ( Estudiando los fines de semana, Susana aprobará el examen. )

Note that in these examples, the English "by" could be omitted with little or no change in meaning.

In Arithmetic

"To divide by " is dividir entre , while "to multiply by " is multiplicar por . When dimensions are given, por is used: tres metros por seis , three by six meters.

Meaning ‘According To’

Where "by" is the rough equivalent of "per" or "according to," use por :

• We buy eggs by the dozen. (Compramos los huevo por docenas. )
• She destroyed the password by my request. ( Destruyé el pasaporte por my solicitud. )
• It will be subject to limitations established by law. ( Estará sujeta a las limitaciones establecidas por la ley. )

Idiomatic phrases

Numerous idiomatic phrases using "by" often can't be translated word for word. The concept may be expressed in some other way in Spanish other than directly translating "by." Some examples:

• I want to do it by myself . ( Quiero hacerlo sin ayuda . ) (The phrase is translated as the Spanish equivalent of "without help.")
• You could follow our trip almost day by day thanks to David's blog. ( Pudisteis seguir nuestro viaje casi día a día gracias al blog de David. )
• We want to eat by candlelight . ( Queremos comer a las luz de las velas .)
• Pablo introduced all the teachers to us one by one . ( Pablo nos presentó uno a uno todos los profesores. )
• What do you mean by "difficult"? ( ¿Qué quieres decir con "dificil"? )

Key Takeaways

• The English "by" can be translated to Spanish in several common ways, depending on how it is used.
• The most common translation for "by" is por , which can by use when "by" is used to point to who or what performed an action.
• Other possible translations of "by" include en , entre , cerca de , junto a , and de .
• Introduction to Spanish Prepositions
• Taking the Confusion out of 'Por' and 'Para'
• How To Use the Spanish Preposition ‘Para’
• Ways of Saying Then in Spanish
• Using Infinitives After Prepositions
• Words for Transportation in Spanish
• Saying 'Because' in Spanish
• How To Use the Spanish Preposition 'Por'
• Saying ‘Again’ in Spanish
• Translating 'That' in Spanish
• How To Use Compound Prepositions in Spanish
• Translating 'Down' in Spanish
• Using the Spanish ‘A’ for Reasons Other Than Indicating Motion
• Saying ‘It’ in Spanish
• Translating ‘Let’
• 10 Facts About Spanish Prepositions

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Basic Greetings and Introductions - Spanish - Foreign Language - 1st Grade

Basic greetings and introductions - spanish - foreign language - 1st grade presentation, free google slides theme and powerpoint template.

Planning on living in Spain or any of the Spanish-speaking countries in the world? Then you should study Spanish as a foreign language! It doesn't matter if you're a first grader... The sooner you start, the better! But a first grader might be too young to use Google Slides or PowerPoint effectively... How about you, teacher? This editable set of slides is at your disposal as a way of visually teaching your students. Focus on basic greetings and introductions, such as "hola" and "¿qué tal?" and then slowly build up from there. It has some cute illustrations of children greeting to the audience, as well as some paper clips.

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