the presentation in spanish

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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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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What is the translation of "presentation" in Spanish?

"presentation" in spanish, presentation {noun}.

• volume_up presentación
• representación
• demostración

present {adj.}

• volume_up actual

present {noun}

• volume_up presente

presentable {adj.}

• volume_up presentable

presentations {pl}

• volume_up presentaciones

Spanish translations powered by Oxford Languages

Presentation noun, translations.

• "show, production"
• "display", business
• "gift", formal
• open_in_new Link to source
• warning Request revision

present {adjective}

• linguistics

presentable {adjective}

Presentations {plural}, context sentences, english spanish contextual examples of "presentation" in spanish.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "presentation" in a sentence, english how to use "present" in a sentence, english how to use "presentable" in a sentence, english how to use "presentations" in a sentence, english how to use "presentaciones" in a sentence, collocations, "give a presentation" in spanish.

• volume_up dar una presentación

"graphical presentation" in Spanish

• volume_up presentación gráfica

"graphic presentation" in Spanish

Synonyms (english) for "presentation":.

• demonstration
• introduction
• presentment
• demonstrate

pronunciation

• present value
• present value table
• present-day
• present-day condition
• present-day context
• present-day reality
• present-day society
• present-day value
• presentable
• presentably
• presentation
• presentation broadcast
• presentation follow
• presentation format
• presentation highlighted
• presentation materials
• presentation of data
• presentation of evidence
• presentation of information
• presentation schedule
• presentation session

Search for more words in the English-Japanese dictionary .

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Spanish translation of 'presentation'

• presentation

Browse Collins English collocations presentation

Video: pronunciation of presentation.

Examples of 'presentation' in a sentence presentation

Trends of presentation.

View usage for: All Years Last 10 years Last 50 years Last 100 years Last 300 years

Browse alphabetically presentation

• present-day reality
• presentable
• presentably
• presentation case
• presentation copy
• presentation skills
• All ENGLISH words that begin with 'P'

Related terms of presentation

• oral presentation
• presentation style
• engaging presentation
• View more related words

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Spanish Presentation

How to say spanish presentation in spanish, introduction when learning a new language, it is essential to understand how to express different terms and phrases commonly used in daily life situations. if you are preparing for a spanish presentation, it is helpful to know how to say “spanish presentation” in spanish. in this article, we will explore the different ways to express this term in the spanish language., formal presentation in formal settings such as academic or professional environments, it is common to refer to a spanish presentation as “una presentación en español.” this straightforward translation accurately conveys the purpose of the presentation and the language in which it will be conducted. when giving a formal presentation in spanish, using this term will ensure clear communication in any professional setting., informal presentation in more casual settings, such as a group project or a friendly gathering, you may want to use a more informal expression for a spanish presentation. in these situations, you can say “una presentación sobre españa” or “una exposición acerca de la cultura española.” these phrases highlight the content or subject matter of the presentation, making it more relatable and engaging for the audience., presentation in a classroom setting if you are a student looking to present in a classroom setting, it may be appropriate to use a different expression. in this context, you can say “una exposición en español” or “un trabajo oral sobre un tema en español.” these phrases specifically indicate that the presentation is part of an academic assignment and will be delivered orally. using these terms will help you convey the purpose and format of your presentation accurately., business presentation in a business context, it is common to use the term “una presentación de negocios en español.” this phrase emphasizes the professional and commercial aspect of the presentation. whether you are pitching a business idea or presenting a project, using this expression will show your proficiency in conducting business in spanish., cultural presentation if your presentation focuses on cultural aspects of the spanish-speaking world, you may want to emphasize the cultural component in your expression. you can say “una presentación cultural sobre países hispanohablantes” or “una charla sobre la diversidad cultural en el mundo hispano.” these expressions highlight the cultural significance of your presentation and will resonate with audiences interested in learning about different cultures., conclusion in conclusion, when preparing for a spanish presentation, it is essential to be familiar with the various ways to express this term in spanish. remember that in formal settings, “una presentación en español” is the most commonly used phrase. in more informal or specific contexts, such as classrooms, business, or cultural presentations, different expressions can be used to highlight the purpose and content of your presentation. by using the appropriate term, you will be able to effectively communicate your intentions and engage with your audience in spanish. (adsbygoogle = window.adsbygoogle || []).push({}); stupendous stu (adsbygoogle = window.adsbygoogle || []).push({});.

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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!

If you’d like to get more tips and f-r-e-e resources in your email, subscribe to my newsletter. Just click this link and scroll to the bottom to subscribe: Best PowerPoints for Spanish and French by Angie Torre. You’ll also get a F-R-E-E 122-slide PowerPoint on Spanish verbs and infinitives.

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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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Translation of presentación – Spanish-English dictionary

Presentación.

(Translation of presentación from the GLOBAL Spanish–English Dictionary © 2021 K Dictionaries Ltd)

Translation of presentación | PASSWORD Spanish–English Dictionary

(Translation of presentación from the PASSWORD Spanish–English Dictionary © 2014 K Dictionaries Ltd)

Examples of presentación

Word of the Day

be chasing your tail

to be busy doing a lot of things but achieving very little

Binding, nailing, and gluing: talking about fastening things together

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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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Las Presentaciones: A Vibrant Hispanic Tradition

This principally Mexican tradition of the presenting of a child to God, and to the Church, stems from a strong desire by parents to ask for divine protection for their newborn, and thanksgiving for a safe childbirth, as infant mortality rates are extremely high in developing nations.

During most Spanish Masses that I celebrate on Sundays, there are always a great number of “ presentaciones ” of children, who can be either forty days old or three years old.  Towards the end of Mass after the final prayer, I call the names of the children who are to be presented that day.  Those who are forty-days old are carried into the sanctuary in the arms of their parents or their “ padrinos ” (“godparents”); while the children who are three years old, walk up to me accompanied by their parents and godparents.  Then, I invite the parents and godparents of each child to draw near to the altar, standing before the congregation.

La presentación” consists of three parts: the marking of a child with the sign of the cross, the anointing with the oil of catechumens, and the consecration of the newborn or toddler to Mary. 1   The rite begins by my saying a prayer over the child held in the arms of one of the godparents, or if three years old, next to the godparents and parents:

La vida es el mayor don que hemos recibido de Dios y la vida de los hijos es el signo mayor de la bendición divina para nuestra familia.  Hemos recibido estos dones y por eso presentamos a N________ al Señor.  Queremos que lo bendiga y acepte para que sea un buen cristiano en la vida. 2

Then, I turn to the parents and “ padrinos ” and pray as found in the baptismal rite:

N_____, la comunidad cristiana te recibe con mucha alegría.  En el nombre de Dios yo te marco con la señal de la cruz y, en seguida sus padres y padrinos les marcarán con la misma señal de Cristo, el Salvador.” 3

I then trace a cross on the forehead of the child, and direct the parents and godparents to do the same as directed in the baptism rite.

Next, I anoint the child on the chest with the oil of catechumens as described in the rite for the sacrament of baptism and pray:

Por la unción de este niño, le damos la bienvenida como miembro de la familia de Cristo e iniciamos nuestra jornada unidos a ellos hacia el bautismo.  N____, te ungimos con el aceite de salvación en el nombre de Cristo, nuestro Salvador; que El te fortalezca con su fuerza que vive y reina por los siglos de los siglos. Amen. 4

I conclude by consecrating the young child to Mary.  I hold the child up and pray:

Santísima Virgen María, Madre de Dios y Madre nuestra, te presentamos a este niño que Dios ha dado y confiado a tu cuidado y protección.  Te lo consagramos con todo nuestro corazón y te lo entregamos confiadamente a tu ternura y vigilancia materna.  Para sus padres ayúdales a cumplir fielmente sus obligaciones hacia ellos y el compromiso que han contraído delante de Dios.  Intercede por ellos ante tu Hijo, que vive y reina con el Padre y el Espíritu Santo por los siglos de los siglos.  Amen. 5

This long-established tradition of a presentation is principally Mexican in origin. However, with the intermingling of many Latin American cultures in the United States, more and more Hispanics are celebrating this extraordinary custom.  The presenting of a child to God, and to the Church, stems from a strong desire by parents to ask for divine protection for their newborn, and thanksgiving for a safe childbirth.  As documented in many studies, infant mortality rates are extremely high in many developing nations. Therefore, this custom began because parents wished to give thanks to God, and the Virgin Mary, for the survival, and ongoing good health, of their child.

In addition, this tradition has become an important pastoral opportunity to celebrate God’s gift of life, not only for a family, but also within a larger community, for example a church congregation.  With each “ presentación, ” a family formally announces the birth of a child to the faithful, their brothers and sisters in Christ, with whom they pray at Mass, and socialize with at church events.  This moment is also very significant since it marks the beginning of pre-baptismal formation for the parents.  The ritual first emphasizes the presentation of a newborn infant or child, but it also incorporates the marking of the cross, and the anointing of an infant or child, with the oil of catechumens, which occur during the baptism of a child.  The ultimate goal of all presentations is the baptism of the child.  Unfortunately, many families now wait to baptize their children. So, often children, who are even three years old, also need to be christened.  The rite of “ la presentación ” follows closely a pattern outlined in the Rite of Christian Initiation of Adults (RCIA), where the rites for adults occur in a progressive manner over time, and not in just one specific moment.  If the marking and anointing is done at “ la presentación ” of a child, then there is no need to repeat it again during the actual baptism of the child.  In effect, in the adult catechumenate, many rites are likewise performed separately on different Sundays before the actual Easter Vigil, when one receives the sacraments of initiation.

The source of this tradition of “ la presentación” is, without a doubt, the presentation of our Lord Jesus Christ in the Temple, forty days after Christmas, or on February 2 as noted on the Church calendar.  In Mexico, this special day is an annual holiday as the entire family attends Mass and carries .  These statues are of many different sizes, with the child Jesus lying down as in the manager, or sitting up in a chair.  In almost all cases, “ el ni ño Jes ús” is nicely dressed in elegant clothes, often sewn by the mother of the family.  The bringing of “ el ni ño Jes ús ” to church for a blessing has become a widespread tradition now in the Mexican, and Mexican American, communities in the United States.  However, in the United States this celebration has moved to the closest Sunday to the Feast of the Presentation since it is not celebrated as a national holiday in the United States, and many family members work long hours during the week.  On that Sunday, I often have hundreds of statues of “ el ni ño Jes ús ” in the sanctuary to show the deep love that Mexicans have for “ el ni ño Jes ús ” and the Virgin Mary.

On the Feast of the Presentation, we Catholics commemorate Jesus being carried to the Temple in the arms of Joseph and Mary.  In doing so, the parents of Jesus were merely following the Mosaic Law of that time by giving over their first-born male child to the Lord, as a testimony and remembrance of his Divinity.  As observant Jews, Mary and Joseph knew of this law from the Book of Exodus, when Moses informed his followers that, when the Lord brings you safely into the land of the Canaanites, everyone “must offer every first-born male to the Lord.”(Exodus 13:11).  Moses explains that, as a result of obtaining this freedom, everyone had to “buy back every first born male child” (Exodus 13:13; Numbers 18:15) by going to the Temple, and paying with a lamb, or if one is poor, “with two turtledoves or two young pigeons” (Luke 2:24).  From that moment, the eldest son was fully consecrated to the service of God.

For the Blessed Virgin Mary, the offering of her Son in the temple was not merely a ritual gesture.  The significance of the presentation of her Son was that Mary was offering Jesus up for the redemption and salvation of the world.  In fact, by her very act, Mary was renouncing her maternal rights to Jesus, as she offered her Son fully to the will of the Father.  Saint Bernard of Clairvaux, in the eleventh century, expresses this very clearly in one of his prayers: “Offer your Son, Holy Virgin, and present him to God the Father as the fruit of your womb.  Offer him for our salvation, the sacred victim who is pleasing to God.”

By placing Jesus in the arms of Simeon and Anna, Mary also offers her Son to the world.  In this respect, she is acting as the Mother of the whole human race.  Pope Benedict XVI, in a homily for the liturgical feast of the Presentation of Jesus in the Temple, and for the Day of Consecrated Life on February 2, 2006, explains the singular role of Mary in the temple:  “Carrying her Son to Jerusalem, the Virgin Mother offers him to God as the true Lamb, who takes away the sins of the world; she hands him to Simeon and Anna as an annunciation of redemption; she presents him to all as light for a secure journey on the path of truth and love.”

There is a strong connection between the presentation of Jesus to God, and the saving act of Jesus’ death on the cross. On this joyful occasion of the presentation of Jesus in the temple, we also hear of the impending sadness in the words of Simeon to Mary:

This child is chosen by God for the destruction and the salvation of many in Israel.  He will be a sign from God which many people will speak against and so reveal their secret thoughts.  And sorrow, like a sharp sword, will break your own heart” (Lk2:34-35).

The sword, mentioned by Simeon, represents Mary’s participation in Christ’s suffering, particularly in his passion and death.  In effect, the Mother of Jesus Christ suffers because of the rejection of Christ by men.  This suffering, prophesized by Simeon to Mary, is not limited to solely one particular moment, but assumes dimensions much greater that extend to her entire life.  Every rejection endured by Christ, throughout his life, will pierce his mother’s heart.  This suffering clearly finds its culmination onCalvary, when Christ is crucified and dies.  John Paul II has emphasized the character of the Presentation of Jesus in the temple as a “second annunciation.”  According to the Pope, the first annunciation focuses on the Incarnation and the role of Mary as Virgin Mother; however, the second one centers on Mary’s co-operation in redemption as she witnesses her Son’s passion and death.

The second custom of the presentation in Jewish law was the purification of the mother after giving birth to a son.  This law is spelled out in the first chapter of Leviticus that “if a woman conceives and bears a male child, then she shall be unclean seven days … on the eighth day the flesh of his foreskin shall be circumcised … She shall bring to the door of the tent of the priest a lamb a year old for a burnt offering … and if she cannot afford a lamb, then two turtledoves or two pigeons … and the priest will perform this ritual to take away her impurity and she will be ritually clean”(Lev 1:8).  Thus, this feast day is also known as the “Purification of the Virgin Mary.”  However, in truth, Mary did not have to go through this ritual purification since she remained a virgin, even though she had given birth to a child.

Over time, the Mexican tradition of “ la presentación” has changed noticeably.  In the past, Mexican families would follow the custom known as “ sacamisa ,” (“take one to church”), which was a tradition to bring the already baptized child to church in order to hear Mass for the first time.  The parents did this precisely forty days after the birth of the child.  At the end of the Mass, then, the priest would give a special blessing to the child and the mother.  Why has this tradition changed so drastically?  Times have changed.  Catholics no longer baptize their children within the first week of birth.  Perhaps, also due to the lack of catechesis, parents do not feel obliged to baptize their children so quickly.  They often wait to baptize their children when they have enough money for a large gathering or celebration.  As a result, parents first plan to present their child during his first year, and delay the baptism for later.  Surprisingly, “ los padrinos ,” form an important part of “ la presentación” of a child.  They often are the ones who carry the child up to the altar, if he is forty days old, or if three years old, they hold the child’s hand and walk with them to the sanctuary.  In most cases, “ los padrinos” are chosen based on their ability to help pay for the child’s clothes and party, and not especially for their deep faith in God.  Interestingly, parents often ask me if the “ padrinos ” for “ la presentación” have to be married in the church if they are a couple, as required for godparents for the sacrament of baptism.  The Church does not provide any definite rules about “ padrinos” for a presentation, but I try to encourage the parents to choose carefully so as to have the same “ padrinos ” for “ la presentación ” as for baptism.

Even though “ la presentación ” is a wonderful and significant tradition in the Hispanic community, I often reiterate that the truest form of “ la presentación ” of a child is at the sacrament of baptism.  A presentation is no substitute for this sacrament.  In “ la presentación ,” a child is merely presented to God and the Church, and the parents are blessed.  It is not a sacrament instituted by Christ for grace, and entrusted to the Church. In addition, the efficacious sacrament of baptism is the basis for our whole Christian life.  By this sacrament a child is freed from original sin, becomes a member of the Church, and also a child of God.  So, true catechesis is required for the parents, and even the faithful, to learn about the role of “ la presentación ” which leads to baptism.

According to the Old Testament, only the first born son was presented to God for consecration.  However, tradition provides a basis for “ la presentación ” of young girls.  On November 21, the Church celebrates a feast known as the “Presentation of the Blessed Virgin Mary” in the temple.  This event is based on an ancient tradition of Judaism, which is not found in Sacred Scripture.  This presentation of the Blessed Virgin Mary is detailed in a work titled the “ Protoevangelium of James,” from the second century.  However, the true commemoration of this feast of the Presentation of the Blessed Virgin Mary did not truly begin until the solemn dedication of a church to the Virgin Mary in Jerusalem in 543 A.D.

According to the proto-Gospel and tradition, the Virgin Mary was carried to the temple at the age of three by her older parents, Saint Ann and Saint Joaquin.  The Blessed Mother was presented to God by her parents, who were also further instructed in the faith on that day.  Even though the Blessed Virgin Mary was consecrated to God on that eventful day, in reality this sanctification had begun much earlier during her infancy when the Holy Spirit bestowed graces on her from the time of her Immaculate Conception.  In the apocryphal gospel, we also learn that lighted torches were carried by the parents of the many girls, who were also to be presented that day.  At the temple, we are told that Mary broke away from the crowd of children, and climbed fifteen steps, in spite of her young years, drawing near to the most sacred place of Judaism, the Holy of Holies.  According to tradition, there she received a special gift of food from the angels above, who were singing psalms to her.  At that moment, Mary was being prepared, in both body and soul, for her unique role to become the Mother of God, and the Church.  Her presentation, of course, points to the similar event of the presentation of the child Jesus in the temple.  Due to the deep love and honor that Mexicans have for the Blessed Virgin Mary in the person of “ La Guadalupe ,” they also began to practice the custom of presenting little girls in the church in order to consecrate them, along with the boys, to the maternal care of Mary.

In the third phase of “ la presentación,” the child is consecrated to the care of “ la Virgen Mar ía.”  Honor is rendered to Mary in a unique way in Catholicism.  She is celebrated for being present in the salvific events in the life of Christ, for example, in the Presentation of Jesus Christ, which points directly to the death and resurrection of her Son, Jesus Christ, and the salvation of all peoples.  All devotion to her is based on a Christological orientation because all of the various forms of piety towards the Mother of God ensure that, while the mother is honored, the Son is always glorified. On December 9, 2010, at the shrine of Our Lady of Guadalupe in Mexico, John Paul II proclaimed the Virgin of Guadalupe as “ la Emperatriz de las Am éricas. ” (“Empress of the Americas”).  Extending from Canada to Patagonia, the Pope entrusted all Americans to the unconditional love and the care of the Blessed Mother.  In “ la presentación, ” the consecration of a child to the Blessed Mother highlights, in a public way, how all of us are children of Mary.

For priests, extra attention needs to be given to the explaining of the wonderful tradition of “ la presentación ” for each family and the faithful.  Many of our faithful are not catechized, and, therefore, they merely believe that the presentation of a child is an excuse to celebrate the birthday of a child with a huge party.  Many families even believe that the certificate given for “ la presentación ” of a child is an important document that they often frame and hang on the living room wall of the house, surrounded by pictures.  However, nowhere in sight is the baptismal certificate.

Therefore, the priest, during the “ presentaciones,” should emphasize the intrinsic value of “ la presentación” since it is a way to catechize the child, the family, and even the faithful.  I often utilize a beautiful stained glass window of the Presentation of Our Lord in the church to help teach about the history and value of a presentation.  This is a teachable moment for all.  Not surprisingly, if the celebrant shows genuine trust and warmth in presenting the child to the congregation, his credibility will be enhanced.  The same is also true if the priest looks for ways to involve all of those present in “ la presentación, ” both family and the faithful.  However, it should never be overlooked that the true objective of this vibrant tradition should always be the baptism of the child.

In fact, the priest should underscore that, from the moment of “ la presentación, ” the child and the family should walk along with Jesus to that special moment of the “ entrega ” (“giving over”) in the sacrament of baptism, when the parents entrust the child to the godparents for the pouring on of water, and the praying of the Trinitarian form by the priest, and, afterwards, the lighting of the candle.  Only then, can we understand how “ la presentación ” is a very special and sacred way for a family to begin to walk with God towards that great sacrament of baptism.

• Mark Francis and Arturo J. Pérez-Rodríguez, Primero Dios:  Hispanic Liturgical Resource (Eldrige, Iowa:  Liturgy Training Publications, 1997), 25. ↩
• Translated by author, “Life is God’s greatest gift to us.  The life of a newborn child is the family’s greatest sign of blessing.  Since we have received the gift of a new life, we come to present N_______ to the Lord our God.  We ask that God bless and welcome him so that he may become a good Christian in this life. ↩
• Translated by author, N____, the Christian community welcomes you with great joy.  In its name I claim you for Christ by the sign of the cross.  I now trace the cross on your forehead and invite your parents and godparents to do the same.” ↩
• Translated by author, “By anointing this child, we welcome him as a member of the family of Christ and we begin our journey with them toward baptism.  N____, we anoint you with the oil of salvation in the name of Christ, our savior, may he strengthen you with his power, who lives and reigns for ever and ever.  Amen.” ↩
• Translated by author, “Most holy Virgin Mary, Mother of God and our Mother, we present to you this child that God has given us and place him in your care and protection.  We consecrate him with our whole heart and we give him over to your tenderness and maternal love.  Help his parents faithfully comply with the obligations they have committed themselves to this day in the presence of God.  Intercede for them before your Son, who lives and reigns with the Father and the Holy Spirit, now and for ever and ever.  Amen.” ↩

Reverend Gus Puleo, a priest of the Archdiocese of Philadelphia, holds a Ph.D. in Spanish from the University of Pennsylvania in Philadelphia. He is presently the pastor of St. Patrick Church in Norristown, Pennsylvania, and teaches Pastoral Spanish at St. Charles Borromeo Seminary in Philadelphia.

Dear Fr. Gus, I believe there is a typo on the fourth to the last paragraph. Was it not in 1999, the year that Blessed John Paul the Great, when he proclaimed. “La Virgen de Guadalupe”, the “The Emperatriz de las Americas”? I enjoyed this article, very much! I witnessed this “presentacion” of a 3 y.o. girl at St. Francis of Assisi Catholic Parish in Orange, TX, some few years back. Yours in Christ, Sylvia JD, parishioner of St Paul Catholic Church, San Antonio, TX

[…] Las Presentaciones: A Vibrant Hispanic Tradition – Fr. Gus Puelo, Homiletic & Pstrl Rvw […]

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FOR IMMEDIATE RELEASE Monday, April 15th, 2024

TELEMUNDO CELEBRATES 20 YEARS OF OLYMPIC COVERAGE WITH BIGGEST-EVER SPANISH-LANGUAGE PRESENTATION OF THE OLYMPIC GAMES PARIS 2024

More Than 315 Hours of Live Programming Across Telemundo and Universo

More Live Streaming Than Ever Before, Including All Linear Programming, Full Event Replays, and Premium Content on Peacock in Spanish

First-Ever Live Coverage of the Opening Ceremony on the River Seine on Friday, July 26 on Telemundo

MIAMI, Fla. – April 15, 2024 – The Olympic Games Paris 2024 mark 20 years of Olympic coverage on Telemundo, the exclusive Spanish-language home of the Olympic Games in the U.S. The network gears up to present the most extensive Olympic coverage in Spanish-language media history with more programming hours than ever before across Telemundo, Universo and Peacock. Coverage of the Olympic Games Paris 2024 kicks off two days before the Opening Ceremony on Wednesday, July 24 with the Men’s Soccer Competition live on Telemundo, Universo and Peacock at 8 a.m. ET .

“Our presentation of the Paris Olympics will be exceptional and bigger than ever before, featuring extended hours, a broader range of events and increased content across all Telemundo platforms. We are committed to delivering the most comprehensive and authentic coverage of Hispanic athletes and compelling narratives that resonate with our viewers,” said Eli Velazquez, Executive Vice President, Sports, Telemundo. “In addition to highlighting the most relevant and captivating stories of the Games for Latino audiences, we aim to provide our viewers with unparalleled access to the greatest moments and performances of Paris 2024. Telemundo will serve as the premier destination for Spanish-language coverage of the men’s and women’s soccer competitions, with a dedicated focus on Team USA.”

Telemundo and Universo will present more than 315 hours of live competitions and daily recap specials. On most days, the network will offer at least 6 hours of daytime coverage of the Summer Games and up to 12 hours of programming on soccer days. In addition, Telemundo will present a two-hour recap show highlighting the best Olympic stories of the day, every weekday at 12 a.m. ET beginning Friday, July 26 through Sunday, August 11.

Peacock will livestream all Telemundo and Universo programming, offering the most extensive Spanish-language streaming experience for the Olympics in U.S. media history. In addition to the live events, Peacock will feature full-event replays and exclusive short-form content in Spanish curated for Hispanic audiences around the most relevant events, athletes, and countries competing in Paris. For more information about Peacock’s English-language coverage of Paris 2024, click  here .

For the first time, the network will offer coverage of the Opening Ceremony live on Telemundo on July 26 starting at 1 p.m. ET. Unlike any other, the Opening Ceremony in Paris will take place on the River Seine with a four-mile-long flotilla of nearly 100 boats that will carry thousands of athletes through the heart of the city and finish at the Eiffel Tower. Telemundo will cover the Opening Ceremony from a hosting position on the ground in Paris with a backdrop that will capture all the excitement along the banks of The Seine.

In addition to Teams USA, Telemundo will be following and covering the Hispanic athletes expected to soar in Paris from around the world. Leading up to the start of the Olympics, Telemundo Deportes will present across platforms:

Paris 2024: En Busca del Sueño Olímpico : “In Search of the Olympic Dream” is a one-hour special that looks into the stories of some of the most relevant and inspiring Latino athletes who will experience the Olympics this summer – their origins, their motivations and the drive that pushes them to fight for their dreams and never give up. The show will air Saturday, July 20 on Telemundo at 5 p.m. ET followed by a re-air on Universo at 8 p.m. ET.

• Olympic Football (Soccer) Teams Highlights:
• S. Women’s National Team: The most successful women’s football team of all time returns for their 8th Olympic Games. The four-time FIFA World Cup champion and four-time gold medal winners look to redeem themselves after a disappointing performance in the 2023 FIFA World Cup.
• Colombia Women’s National Team: After a historic performance at the 2023 FIFA World Cup, which got them to the Quarter-Finals, Colombia returns to the Olympic Games after being absent in Tokyo 2020. With rising stars Linda Caicedo and Catalina Usme, Colombia hopes to impress once again and have a solid shot at the podium.
• Argentina Men’s National Team: The current winner of the FIFA World Cup, Argentina has won two consecutive gold medals at the Olympic Games in 2004 and 2008. In Tokyo 2020, they left the tournament in the group stage, but with a new team and the excitement of being world champions, Argentina is looking to dethrone Brazil and beat France yet again, now in Paris 2024.
• Dominican Republic Men’s National Team: For the first time in history and after shocking the soccer world, the Dominican Republic makes its Olympic debut stage, where they’ll face Spain and Egypt in the group stage.
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• Alexa Moreno (Mexico) – Gymnastics: Now in her third Olympic Games, Moreno got close to the podium in Tokyo 2020, reaching 4th place in the Vault. Nonetheless, Moreno won the hearts of millions due to her perseverance and dedication to the sport. Once bullied for her weight, Moreno has shattered expectations and is now Mexico’s flagship athlete, having recently won a gold medal at the 2023 Pan American Championships as well as three golds at the Central American and Caribbean Games.
• Mijaín López (Cuba) – Wrestling: Cuba’s headliner who has conquered gold in the last four Olympic Games. If López were to win gold in Paris 2024, it would make him the first athlete in history to win gold in the same individual event at five Olympic Games.
• Yulimar Rojas (Venezuela) – Athletics (Triple Jump): Known as the queen of the triple jump, the gold medal winner in Tokyo 2020 holds the world record for the women’s triple jump at 15.74m. Rojas was also a silver medal winner in Rio 2016 and more recently, she won gold at the 2022 World Championship in Eugene and again in 2023 in Budapest. She’s considered Venezuela’s top athlete to watch.
• Victor Montalvo (USA) – Breakdancing: With breakdancing making its Olympic debut, this Mexican American is the two-time defending Red Bull BC One World Champion as well as a gold winner at the 2019 and 2022 World Games.

During the 19 days of coverage, the Telemundo Deportes production will focus on soccer and other sports competitions relevant to the Latino audience, including boxing, basketball, volleyball and beach volleyball. This year, the network will expand its offering with gold medal events from swimming athletics, gymnastics, and diving.

To complement the network’s comprehensive Olympics programming, Telemundo’s digital and social media platforms will provide fans with compelling and all-encompassing Spanish-language content of the 2024 Olympic Games in Paris, showcasing Hispanic countries and athletes, as well as the most overall relevant Olympic moments.

Telemundo and Universo’s coverage will   also be available on the Telemundo app, Telemundo.com, and NBC.com via “TV Everywhere” for customers with pay-TV subscriptions.

Additional Telemundo programming details for the Paris Olympics, including schedule, digital content and on-air talent, will be announced at a later date.

Telemundo Deportes is the leading U.S. sports media brand and destination for the biggest and best global sports programming in Spanish language, delivering a comprehensive roster of live and studio programming featuring the most significant and most in-demand sporting events, including exclusive Spanish-language coverage of all FIFA properties and Teams USA through 2026. In addition to serving as the exclusive U.S. home for Liga MX’s Chivas de Guadalajara home matches, the network offers comprehensive Spanish-language coverage of the Premier League . Beyond soccer, Telemundo Deportes delivers exclusive Spanish-language coverage of NFL’s Sunday Night Football and the Olympics as well as other premier sporting events.

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NBCUniversal Telemundo Enterprises leads the media industry in the production and distribution of Spanish-language content for U.S. Hispanics and audiences around the world. The company serves U.S. Hispanics through its national broadcast network, the cable network Universo, and digital platforms including the Telemundo app and streaming services, such as Peacock, among others. The Telemundo Network offers Spanish-language entertainment, news, and sports content reaching 95% of U.S. Hispanic TV households in 210 markets through 30 owned stations and 91 affiliate stations. Telemundo also owns an independent station serving Puerto Rico. Telemundo is the exclusive U.S. Spanish-language home of the world’s two most popular sporting events, the FIFA World Cup and the Olympic Games, as well as the Premier League and Mexican soccer team Chivas. The #1 producer of scripted Spanish-language content in the U.S., Telemundo Global Studios includes Telemundo Television Studios, Telemundo Streaming Studios, and Underground Producciones. Telemundo’s new Tplus content brand on Peacock features programming developed for the full spectrum of Hispanics. NBCUniversal Telemundo Enterprises is a division of NBCUniversal, a subsidiary of Comcast Corporation.

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Masters 2024: Jon Rahm tells Spanish newspaper he noticed 'hostile attitudes' from former tour acquaintances at Augusta

J on Rahm did not have a very fun time at this past week's Masters Tournament at Augusta National Golf Club. And it wasn't just because he barely made the cut and struggled his way to a T-45 finish.

RELATED: The internet wants to know what Neal Shipley was looking at in Butler Cabin

Yes, Rahm failed to post a singe round under par, and at times looked miserable doing it, but there was another reason the Masters was unsettling for the defending champion. In an interview with Spanish newspaper El Mundo, the 29-year-old said he wasn't exactly feeling the love from some of his former PGA Tour acquaintances whom he had not seen since making the move to LIV.

"Yes, I have noticed hostile attitudes," Rahm said. "But I expected it, my friends have continued to be my friends, but some with whom I had a very cordial relationship have not even looked at my face."

Rahm gave no indication of who he was referring to. Though one man we can definitely rule out is Scottie Scheffler, who Rahm was chuckling with during the green jacket ceremony following Scheffler's victory. No ill will there, it would appear.

Rahm says he was much more surprised by who it was that iced him as opposed to the icing in general.

"If someone changes their opinion [of me] it's your issue, not mine," he said. "I knew what was going to happen but I didn't know who."

RELATED: Tiger Woods shares touching final handshake with Verne Lundqvist on the 16th hole

The writer of the El Mundo article, Hugo Costa, alluded to the fact that Rahm did have a "good relationship" with both Max Homa and Patrick Cantlay prior to leaving for LIV and that those two "could have had gestures of contempt" toward the Spaniard at the Masters. Rahm did not call out anyone by name.

Rahm won't play again for two more weeks, when LIV returns to Australia for LIV Golf Adelaide at The Grange Golf Club. As for when we'll see him again against the PGA Tour's best players, that won't be for another month, when the PGA Championship returns to Valhalla Golf Club in Louisville, Ky., May 16-19.

• Cast & crew

Akshay's Presentation

• Episode aired Apr 18, 2024

Akshay calls his clients to the house to showcase his presentation with the help of his family members. Meanwhile, Mauli learns a shocking truth about Rahul. Akshay calls his clients to the house to showcase his presentation with the help of his family members. Meanwhile, Mauli learns a shocking truth about Rahul. Akshay calls his clients to the house to showcase his presentation with the help of his family members. Meanwhile, Mauli learns a shocking truth about Rahul.

• Shruti Anand
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• April 18, 2024 (India)
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• Runtime 24 minutes

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LCAP Presentation with the 2nd District PTA this SATURDAY, APRIL 20th

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Announcement Message

Our Spring, virtual Second District PTA General Meeting will be on Saturday, April 20th, 10am-12pm on Zoom.  All are welcome – please spread the word!

From 10am-11am, we will be celebrating our Honorary PTA Service Award recipients,  sharing our Reflections entries and providing a Second District PTA update.  

From 11am-Noon, please join us for our special guest, Tim Burke, SFUSD Local Control and Accountability Plan (LCAP) Manager who will give a brief presentation on the LCAP and then open it up to questions you might have.

If you require interpretation or have other questions --  please email us at [email protected]

Nuestra reunión general virtual de primavera de la PTA del Segundo Distrito será el sábado 20 de abril, de 10 a.m. a 12 p.m. por Zoom. Todos son bienvenidos – ¡corra la voz!

De 10 a. m. a 11 a. m., celebraremos a los ganadores del Premio Honorífico al Servicio de la PTA, compartiremos nuestras entradas de Reflexiones y brindaremos una actualización de la PTA del Segundo Distrito.

De 11 am al mediodía, únase a nosotros para nuestro invitado especial, Tim Burke, Gerente del Plan de Responsabilidad y Control Local (LCAP) del SFUSD, quien dará una breve presentación sobre el LCAP y luego abrirá las preguntas que pueda tener.

Si necesita interpretación o tiene otras preguntas, envíenos un correo electrónico a [email protected]

我们的春季虚拟第二区 PTA 大会将于 4 月 20 日星期六上午 10 点至中午 12 点在 Zoom 上举行。欢迎所有人——请传播出去

上午 10 点至上午 11 点，我们将庆祝 PTA 荣誉服务奖获得者、分享我们的感想条目并提供第二区 PTA 最新动态。

从上午 11 点到中午，请加入我们的特邀嘉宾，SFUSD 本地控制和问责计划 (LCAP) 经理 Tim Burke，他将简要介绍 LCAP，然后回答您可能提出的问题。

如果您需要口译或有其他问题 - 请发送电子邮件至 [email protected]

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