EDSS 444

Internet Project - Fall 2005

The following links and descriptions are the result of a class project by language teacher candidates in the Single Subject Credential Program at Sonoma State University, Rohnert Park, California. For further information contact Dr. Jeffrey Reeder.

French Candidates



If you happen to be a lucky teacher who has access to
a computer lab, visit this webite for fun games, which
will improve your students' grammar. Games range from
The Millionnaire to Tic Tac Toe to Puzzeles and more.
Students can choose their language level and decide
the focus of the game (ie: vocabulary, prepositions,
verbs, etc). This sure beats worksheets!


Watch the latest news broadcast on TV5, France's world
news channel. Students will not only hear native
French spoken at normal speed, but they will be
introduced to world news from France's perspective.
See France's interpretation of the Hurricane Katrina
disaster. Hear breaking news about other countries
that our local news withhold.


In a diverse classroom, students learn and exhibit a
multitude of discourses throughout their day. They
have a discourse for speaking amongst their friends
and they have a discourse when addressing a teacher.
The French discourse taught is often one of
traditional and polite greetings and interrogrations.
However, any traveler will attest that most people
speak a more familiar language on the street. Thus,
this website serves as a primer to familiar French
language. One can find common phrases as well as
street slang on this fantastically colorful website.


Under the Usages / Pratiques category, one can find an
excellent source for comparisons of French from France
and French from Quebec, including colloquialisms,
slang, and common day speech. Often we, as French
teachers, fall into the trap of teaching French from
France. This website helps us to break the barrier
and introduce our students to many differences between
French from France and French from Canada. Besides
literary comparisons, one can find dialectal and
familiar speech differences. Use this website to help
introduce francophonie to your classes.




This article meets 4 of the 5 C’s of foreign language education. It includes communication, culture, connections and comparisons. This article is very interesting because it gives quick but interesting facts on the language. It discusses communication by describing how important it is to be able to speak to someone in their own language. It also talks about how learning another language is also connected with learning how to be open to other’s ideas and culture. It also touches on the contributions that the French language has made to English and how one can make connections and comparisons of the two when learning the languages. I think that this article could be particularly useful for students as a motivator. It’s simple, easy to read and interesting.


This article primarily discusses culture and communication, 2 of the 5 C’s of FLE. It talks about how not enough importance is being placed on learning other languages within the U.S. and how the ACTFL is currently launching a campaign focusing on the benefits of learning another language and culture. The article goes on to show that communicating in other languages and learning others cultures are vital elements in allowing the U.S to continue playing a role in globalization. This is extremely useful information for students as well as the general public who may not place much importance on language acquisition. I like this article because it shows that there is an awakening in the area of language learning which, hopefully, also means more foreign language teaching jobs.


This is an interesting article because it is written by a Representative who published her views in a local newspaper. She discusses that with globalization it is becoming essential to implement language learning throughout schools and to begin at an early age so that children have a respect for other languages and cultures early on. I found this article to be interesting coming from what appears to be a small-town local newspaper. However, I’m not sure that it would be very useful for the classroom or the general public outside that town.


I really enjoyed this article because it stresses the fact that you can learn a language no matter what age you are. The difference is that children learn pronunciation better and so can pass like a native but an adult can also learn a language, even the ones considered to be more difficult. It just depends on motivation, personal ability and the amount of time you have to invest into it. This article was encouraging to me because I have a tendency to think that my ‘good learning’ years have passed but that is not necessarily true. This article would be useful for the general public and extremely beneficial for those adults who want to learn a language but think they can’t because of their age.



http://www.tlfq.ulaval.ca/axl/francophonie/francophonieacc.htm (community and culture)

Learning French is not just about learning the French language and the French culture, it is also learning about the numerous countries that are part of   “La Francophonie” (Francophone world). This site enables the teachers to get easy access to information about this Francophone world: History, maps, condensed files on each country belonging to the Francophone world, and bibliographies. This could be an inspiring tool for projects with and for students, or to prepare reading activities. Several aspects of teaching could be enhanced thanks to this site: culture of the Francophone word, multiculturalism, and interdisciplinary teaching (History, Geography, Economics, …)  

http://frenchrc.rutgers.edu/fr/htm/france/medias/television.htm (communication and culture)

This site is huge, as it offers links to the world of French television, radio, and written media. This is a tremendous source of “present day” culture information. If the teacher is lucky to have a computer and access to Internet in the classroom, she or he could program direct listening, or watching of the news with the students by groups, and thus offer the student a “Time 0” contact with the French culture and people. Moreover the students will hear the French language in its natural speed(s) and intonation(s), and have a realistic approach and immersion of what they are learning. The teacher could also use the site to find texts (from newspapers or magazines, song lyrics) to be studied in class, or plan activities based on the media (news or weather presentation in French for example).   


 This site is written in French and has huge ramifications; here are the main interesting links:

http://www.edufle.net/rubrique30.html (written practice)

http://www.edufle.net/rubrique34.html (media)

http://www.edufle.net/rubrique35.html (oral practice)

http://www.edufle.net/rubrique36.html (grammar) and much more…

The site is a complex but interesting pedagogical tool for the teacher: it explains the objectives, material, and strategies to follow in activities, in the different domains of the language (written, oral, grammar, cultural). For example it explains step by step how to create a Newspaper, how to role-playing, or comment on pictures in the classroom. The teacher can use the recommendations to prepare a structured lesson plan for new activities or use the site as a general frame for his or her instruction in general.      

http://www.teaching.com/keypals/ (communication and community)

Most of the students enjoy having a pen pal. This site simply proposes  to put students or classes in contact with other students or classes around the world. This could become a motivation for students to improve their language practice, as they would be in contact with other adolescents (which is at that age, one of the most important thing in their lives). The teacher can create numerous written activities, such as letters of introduction, birthday, Christmas cards, narratives, and so on,….This could be a good practice of the grammar and vocabulary studied in class, with the advantage of a cultural exchange.   

( http://www.languageguide.org/francais/

Just have a look at that site: it could be used in the class or at home by the students, to practice grammar, repeating, and listening. )


Spanish Candidates



If you love grammar, you’ll enjoy this site.  This is a bilingual website that lists an extensive glossary of linguistic terms and their definitions.  It can be useful for second language learners as well as language teachers in helping to explain different parts of a language and grammar rules.  (For example, what is conjugation?, what is gender?)  Defined clearly, can hopefully help students understand these unavoidable grammar lessons.  This website and the learning of terms can fulfill the “connections” standard for foreign language teaching.  By students learning a second language and the components of that language, they are learning grammatical terms and concepts they may not have been able to grasp otherwise.  Students are gathering knowledge about language and linguistics in general.   Learning these terms and concepts may be useful for students who go on to learn other languages as well.


This website is amazing.  It would be a great intro to a Day of the Dead project or could be incorporated into a full day lesson.  There is a song inspired by Day of the Dead on here with lyrics and images for new vocabulary in the song.  There are links to interviews for listening comprehension, colorful photos of decorated cementaries, and even fill-in- the blank activities for practicing grammar while learning about Day of the Dead.  This website fulfills the “cultural” standard for foreign language teaching because it brings to life this important holiday and illustrates how other cultures view death and dying. 


This website includes authentic songs and stories from the Spanish-speaking world while providing interactive exercises for Spanish language learners to practice different verb tenses while learning about culture.  This website can be a tool for teachers to develop ways to make learning new vocabulary and practicing verb conjugation meaningful, by connecting these lessons to interesting themes.  


Jokes are fun and they are even more fun when they are told and understood in the target language.  When a student understands a joke in the target language, it is a motivation and self-esteem builder.  This website provides a new joke every week in Spanish and provides the jokes listed from the previous weeks.  They are short and use simple vocabulary.  They are silly, but appropriate for high school students at a intermediate-advanced level.  A teacher telling a  joke to the class would be great opener and to provide some humor.        




I found this website to be great.  The site can be used to reinforce vocabulary that has already been introduced in the classroom.  Here the student has the opportunity to review vocabulary, learn pronunciations and spelling.  The students can quiz themselves and practice the vocabulary through fun games.  Such as matching, online flashcards, game of concentration and word search.  After the student has had enough practice they have the opportunity to take a quiz and print their score or submit it electronically to the teacher.  I believe that this website targets Standard 1.2.  It appeals to the visual and kinesthetic learners.  This also gives the student more control over their own learning and gives them the ability to set their own pace. 


This website is a great for introducing culture and grammar combined. This site is full of songs, poems, grammar practice and stories.  Through the music and stories the students can learn about cultural events and practice their language skills.  The site also has a listening comprehensive exercise.  The site can be used to target all of the standards in the Communication section (1.1, 1.2, 1.3) and it targets the standards in Culture (2.1, 2.2.).  The site can also be used to discuss and compare the differences between the student’s culture and the one of their targeted language. For example the teacher can discuss the differences between Halloween and The day of the dead.  And have the student visit this website to inform themselves of what “Day of the Dead” is all about and how Latin America views death.   They can learn about different cultural events by reading the colorful short stories and photographs the website displays.  This portion of the website would be targeting standards 4.1 and 4.2


On this website I found news article written by Latinos in English that focus on obstacles or concerns that Hispanos are facing today.  I found this website very informative on current events. The site also has a section titled “Latinos Incognitos” that names a long list of famous actors, writers and singer that have never been labeled as Latinos in the general media because of their appearance, speech, name or mixed heritage but come from a Latino background. In my class part of the student’s  grade is based on what I call “culture points”.  I think this site would be of great value to them, especially when I have them research a famous Latino artist.


        This website gives a good amount of tongue twisters that can be fun to learn.  It would give students a fun way of learning some word pronunciation.  It’s also fun deciphering what the rime is trying to say.  This assignment could also turn into extra credit by asking the students to come up with their own tongue twister in Spanish using the vocabulary they have already learned. 




These three basic Spanish language games would be perfect for my Spanish I courses.  The most pertinent of the three games is an alphabet game that when a letter is clicked upon, it is pronounced phonetically.  Another click on the chalk will write and spell phonetically different Spanish words.  This is very effective for first year students learning to enunciate the different letters of the alphabet and working on pronunciation of words in general.  If there is one thing I will not allow my kids to leave Spanish I without, it is the importance of pronunciation.  The second game is a numbers game and the third deals with putting together the different parts of the face.  All three are audio-visual and would be a great help to beginning students. 


A website providing biographical information from some of the most well known Spanish speaking authors in the world as well as some of their more popular works.  This well organized website would be perfect for cultural or literary projects for the more advanced Spanish language students.  Not only does it allow the student to discover different cultural perspectives by reading the various authors works, but it also promotes comparison and connections with the writings of North American authors that might concurrently be studied in the latter years of high school.  For my Spanish I students might use this website to do a simple biography in order for them to familiarize with the different literary giants of the Spanish speaking world. 


            I wanted to at least add one of the sites that I felt constructed a comprehensive and orderly list of links to those “interested in Spanish language and culture.”  I found this site to be a stepping-stone to so many amazing and different aspects of Latin America and Spain i.e. LANIC’s web site, conjuguemos, destinos, Spanish dictionaries, instituto Cervantes (which I spent my fair share of time exploring-great site), diccionario de escritores en Mexico and many media links such as La Jornada and El Pais.  Any one of these sites can lead you into a number of web surfing experiences (as many of them did) possibly sending you through virtual tours of such museums as the museo del prado and the Diego Rivera Mural Project.  Cultural comparisons and better understanding of the target cultures are grasped while learning about the different characteristics of these countries i.e. writers, painters, presidents, foods, topography, etc.


Although the pen has given way to the keyboard, I still believe in pen pals.  This is a great site and forum for finding a perspective pen friend for just about any level of Spanish language learner.  Although it is only the written form of communication that is practiced (unless maybe you own web cam- which would be great!), the pen pal method is an excellent way to work on grammar, conjugation, and vocabulary.  The key to teaching language is to create that need or desire within your students to want to communicate in the target language and I believe this would provide that motivation.  Not only would the student benefit in diction and verbiage, but also they would gain insight into their pen pal’s respective culture, i.e. language, school, environment, country, attitude, values, etc.  In return this would hopefully inspire both students to become exchange students (my other #1 goal), which in my opinion should be mandatory for every high school language learner and should be the crescendo of every language program.  It is the exchange program in which the student participates in the multilingual community, uses the language, and secures life-long learner status by using the language for personal enjoyment and enrichment.  Inspiring a student to become a life long learner and study abroad is the ultimate reward for any language teacher (well at least for myself) and makes earning the not so “big bucks” well worth it. 


            Humor is universal and is a great way to break the ice.  Everyone loves a joke and for my English speaking kids who are in contact with ESL kids all day, to tell a joke in Spanish would be a total barrier buster.  Jokes are a form of communication, they often give insight into historical and cultural background, they help make those connections necessary to understand complexities of the target language (i.e. doble sentido) and it is in that moment following a joke that we are all the one in the same, speaking one language- the language of laughter.  What better thing to teach kids besides language than a sense of humor?  So in closing I leave the reader with one last thought– ¿Por qué se tiran los buzos hacía atrás?  – Porque si se tiraran hacia adelante se golpearían con el suelo de la barca.




This link has news, art, culture, business, lessons, learning tools, career center, community forums, and Resource center on 21 Latin American Countries. It also has lesson plans for elementary, middle school, and high school. Due to the amount of resources, it gives you a variety of links that you can use in the classroom and students can learn what is happening now and what has happened in those countries that have made them the way they are now.


The link provides information on Culture, History, music, radio, T.V, cinema, news, magazines, Literature, language, virtual environments, country, city tours and even a site to conjugate verbs. Like the previous web page, this one is important because it allows the student and the teacher to have up to date information on different Latin American countries. It is important to provide history and what is happening in Latin America and this link gives you that information.


This link is lesson on the Mexican Revolution but also Diego Rivera’s mural and it representation. This lesson covers Standard 1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 4.1 and 4.2. Since the student will be reading, writing, sharing information in groups as well as doing individual work this lesson covers almost all of the standards. This lesson is mainly for those that are in Spanish 3 or 4 since there is a lot of reading and writing.


then click on Introductions in Spanish.

This lesson plan is for those that are in Intro to Spanish or Spanish 1. It shows how to introduce their classmates in which they have to work in groups of two, ask questions, write the response and report to the class. This also covers Standards from 1.1 to 4.1. This link is connected to The Educator’s Reference Desk, in which it gives you a variety of lesson plans that can be useful in the Spanish classroom.




            This website offers a number of links to museums and artists, music and recording artists, and dance. The museums represented are known around the world for being the most famous museums in Spanish speaking countries.  When clicking on the links one is allowed access into museum virtual tours to see the lay out of the museum, the art within the museum, and explanations of the artist as well as their individual pieces.           

The music and recording artist section of the website offers the written lyrics to some of the most popular songs, the names of some of the most popular recording artists, as well as audio. The Dance section of this web page offers information on various types of dance.  Visitors of this web page can click on any of the dances represented, hear the music associated with the dance, see the dance as well as read the history the dance.

            I found this website to be a useful tool in learning about culture as described in the 5 C’s. One can gain information on “the relationship between practices and perspectives of the culture studies” (2.1) as well as understanding the relationship between the products and perspectives of the culture studied” (2.2).  Through the use of this website we are able to learn and witness things that normally one could only do if visiting another country.


            This University website offers a look at media in Spanish speaking countries.  One has access to select newspapers from Spain and Latin American countries as well as magazines, radio stations, and music/television reviews.  While there are a limited number of sites represented on this web page, access to daily newspapers as well as a radio station and movie reviews can be useful in learning about specific countries, specific types of music, as well as film we are not exposed to here in the United States.   In regards to the 5 C’s we can use this web site to learn about comparisons and connections.  For comparisons for example we can see how media is covered in Spain versus in California. Through this type of study students can gain an “understanding of the concept of culture through comparisons of the cultures studied and their own” (4.2).

One can learn about connections as well using this web site.  For example for students to have the opportunity to “acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures”, (3.2) they can read “El Pais” (A Spanish newspaper) daily for two weeks and discuss their findings in a in a class discussion.


            This is an online club where students from all over the world share their ideas, questions, and thoughts for free.  When one enters the site you must click on “elige espanol”.  Students sign up on-line and are granted access to chat with students from all over.  I found this website interesting and useful because it gives students an opportunity to chat with their peers.  Along with learning about other cultures through media and the arts, learning about the similarities and differences of people of the same age may give students a greater sense of the reality of other cultures.  This is a good example of how to make achieving standards fun.  Using this web site students are participating in standard 1.1 Communication.  Students “engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinion”.


            This is a great interactive web site to use one or two times during computer or as an at home activity.  It is a digital library for kids.  There is a pre-school library as well as an elementary library.  The pre-school library offers stories that are read aloud with writing and pictures.  Included in this part of the site as well as in the elementary library are recommended lists of books as well as on line activities and print out activities.  The elementary library is very interactive.  The stories read aloud with writing require first that students type in information which is then included in the story.  I used this web site with my niece two or three times within the hour.  As it’s interactive at the elementary age it can be more fun the second time you use it.  For example they ask the students to write three friendly names and an unfriendly name.  The first time she used some friends as the friendly names, and Dracula as the unfriendly name. The story turned out to be the three little pigs using the names of the friends.  The bear who blows the houses down was Dracula.  She loved it.  The second time she was the pig with the strongest house and Uncle Dan was the unfriendly name.  The story then was about Uncle Dan trying to blow the houses down that belonged to myself, her day, and herself.  It was a great opportunity for her to be creative, to practice spelling, and typing as well as use technology. 




A great site-- includes pages with audio to hear the Spanish spoken.
Includes many topics: el alfabeto, los saludos, el tiempo, and much, much
more. Most useful to use with students if you have internet access in the
classroom. Also includes pages with grammar topics, and conjugations.


A page full of Spanish tongue-twisters(trabalenguas). Just for fun!


A huge list of artists, songs, lyrics, and ideas about how to use them in
class. Especially useful for those of us unfamiliar with the many
varieties of Spanish music and/or artists. (The department main page also
has links to French, German and Italian resources.)


An awesome page with volumes of useful sites. Most links are current, and
lead to evenmore resources. Variety of items from grammar, to music, to
history, to games. You could spend weeks here!!



Spanish Power Point presentations

A search for "Spanish Power Point presentations" generates a number of sites, many hosted by classroom teachers, with a large variety of power point presentations on various aspects of Spanish grammar and vocabulary, as well as cultural, geographical, historical, etc. information in both English and Spanish. Such presentations may be useful for introducing new material with eye-catching visuals. Students also can use them to review and practice grammar and vocabulary lessons, as well as research areas of interest.

Teaching Spanish Through Music

A search for "Teaching Spanish through music" produces a wealth of web sites, most commercial in nature with a product to sell. However, the Canadian Association of Second Language Teachers offers an extensive list of links to web sites with free downloads of lyrics and audio files of traditional and popular songs in Spanish from many countries as well as songs developed specifically for instruction and review of grammar elements and vocabulary.

Teaching Spanish Through Literature

Schools for California On-line Resources for Education (SCORE). "Cyberguides" on various literary works based on California Language Arts Content Standards. Student and teacher editions with clearly stated learning objectives and suggested classroom activities and associated web links.

Teaching Spanish Through Games

As was the case with the search for music resources above, the search for games generated a lot of commercial sites with products for sale. Many offered little more than versions of "hangman," "word search" and crossword puzzles which are not very interactive and engaging in my opinion. There were several video games worth investigating, given the popularity of this form among pre-teens and teens. However, I selected this site of the New Zealand Office of Education to share with the class because it had a number of more interactive learning activities, including several .pdf files of games. I especially liked the file with 10 games and activities focused on food, which can serve as models for developing similar games on other topics.




            This site is entitled “Espanglés”, Convertible Spanish Words.  It lists Spanish/English cognates by parts of speech.  It demonstrates general patterns, like how changing certain word endings in English can convert the word to Spanish.  It is a useful site for educators because it equips them with material to present to students.  Lessons can evolve from this to show students how much Spanish they may already be able to understand and read.


            ADFL is the Association of Departments of Foreign Languages.  The ADFL bulletin links to new and old articles, many addressing the Five C’s of foreign language education.  The contents are broken up into sections, making particular articles easy to find.  One section, “Standards for Foreign Language Learning and Literature Teaching,” lists three articles addressing challenges of applying the national standards to the foreign language curriculum at the college level.  The bottom link offers comments from a “forum on standards for foreign language learning,” which answers questions about why the standards are in place.


            This site, Juegos y Canciones para los niños, is a great resource for Spanish teachers.  It offers lyrics, gestures and sound clips of children’s songs and popular folk songs.  A lot of these songs can be used in the secondary classroom for grammar lessons.  For example, the first song, “Que llueva”, can be used in a lesson on the subjunctive.


            This is the website for the Center for Applied Linguistics.  CAL’s mission is : “Improving communication through better understanding of language and culture.”  It is a private, non-profit organization comprised of educators and scholars.  Features of this website include online resources, job openings, professional development opportunities, test development, foreign language education links, projects and research studies.



The 4 websites are

I found these to be useful because these websites had a lot of great ideas for lesson plans involving different media such as music, games, travel, geography, cooking and cutlure. These websites would be useful to both teachers and students as there are games that the students can play alone or with a friend, travel opportunites and online quizzes; the teachers can get great ideas for lesson plans for learning all kinds of the differnet basic things that comprise the language and do it in a fun way, such as Bingo for learning numbers, songs for learning vocabulary words, and ways to teach geography and culture by focusing on specific countries.

The spanish.bz website had a lot of information regarding travel and culture and geography and they all had great ideas for games that would involve the whole class community. Communicaton is addressed also because in a lot of the lessons outlined on every website the students are working together playing games such as Hangman in Spanish and trying to quess what country is being described, kids can help each other out or work in groups.




5 Cs Standard 5.2: ...Using the language for personal
enjoyment and enrichment

I am considering a trip (with bicycle) to Spain in the
coming year or two and this pageis full of different
cycling routes throughout the peninsula, including the
historic Camino de Santiago route. Many links with
details are offered, including history, route
planning, items for purchase to help choose and
prepare for a tour. There's a link for a tour company
that will take you on an 11 orr 15 day
trans-continental tour of the Pyrennes. I'm sweating
and smiling already. I will refer to this site
extensively when beginning to plan for my trip.


5 Cs Standard 1.1, 1.2, 1.3 Communicate in Language
other than English, other standards as well.

This site is for Spanish students. There are some
fee-based services in hee, but mostly the site is free
and extensive. I liked the pronunciation page, which
has audio, including accurate pronunciation by a
native speaker followed by a non-native speaker (great
contrast). Many links, including a "fun links" page
leading to folkdancing sites, maya ruins, cooking
sites, etc. There's a whole page of links for Spanish
teachers, worthwhile browsing.


5Cs Standard 2.1, 2.2: Gain knowledge and
understanding of other cultures.

I am close to a Nicaraguan woman and her family,
having traveled there three times. I stay on top of
Nicaraguan news by reading this newspaper online. It's
interesting to read the regional and international
news from a Nica perspective. For example, in today's
(9/25/05) issue, on the opinion page, is an editorial
by author Mario Vargas Llosa on the historical and
current situation in Israel.


5 Cs Standard 1.1, 1.2, 1.3 Communicate in Language
other than English

Leo Lo Que Veo is a visual dictionary for beginning
Spanish students. Categories include plants, animals,
bodies, in the home, etc. There's a link with PDF
worksheets and activities. There is an extensive page
of mixed links to (mostly) Spanish-speaking
sites--some would be attractive to a young person and
some to an older person. The visual dictionary is the
most useful, although basic, part of the site.



This folder (inside http://www.andes.org) targets Comparisons Standards 4.1 and 4.2 of the 5 Cs. The site displays idioms and expressions in Quechua with explanations in Spanish and English. Spanish textbooks usually teach formal language, leaving idiomatic expressions out. Many students find idioms and expressions entertaining. Through this site, students can learn about Andean culture by comparing the look of the Quechua language with their own and with the target language of Spanish. Through idiomatic expressions, students can also learn about Quechua culture. The expressions are colorful and interesting. This site could be used along with curriculum focusing on the Andes region.

This site can be accessed through http://www.learn-spanish-guide.com/spanish-latin-arts-culture.html along with other virtual museum tours. I chose this virtual museum because I thought the graphics were exceptional and that students would enjoy navigating through the museum. It targets Culture Standard 2.2 and Connections Standard 3.1. Through this site, students can learn about the cultural products and perspectives of Uruguay through its artwork. The site connects and furthers students' knowledge of art through foreign language. Students can do further research on the individual artists represented in the museum on the website or by using other sources.

This site is an interactive Spanish workbook with lessons that progress systematically. The vocabulary and grammar lessons are presented through the use multiple intelligences such as visual, audio, verbal and kinesthetic. Students can hear pronunciations and questions, type their answers, verbalize answers, read, and visually enjoy the colorful cartoon style graphics. The "workbook" accompanies the book íArriba! Comunicación y Cultura, First Canadian Edition but it can also be used on its own by using the alphabetized Site Map to find particular lessons. This site is an improvement over the boring black and white non-interactive Spanish class workbooks that most Spanish students endure. Students with different learning styles will find various ways to access the grammar and vocabulary lessons.

Through this site, students will be able to travel to different countries and "visit" actual restaurants. The web sites for the restaurants are mostly visually exciting, informative and musical. Warning, do not visit these restaurants on an empty stomach. Students will be able to make comparisons of specialties and music from different countries, learn vocabulary for restaurants and foods and even take some virtual tours. At the top of the site, a worksheet to be used with the first Peruvian restaurant links appears. It is a PDF file that asks students to visit the restaurant sites and choose their favorite specialties, and compare buffets. The worksheet instructions are in English. It is not an exciting lesson but the websites could be a jumping off point for your own lesson plans. Many of sites include English versions but most of the text is in Spanish. Students would not be able to do activities that involve money because most of the menus do not include prices.




This is the virtual frog dissection that can be seen in Spanish. Have
students click on the Spanish language and then play with the Spanish
names of different organs. Make sure to do this activity around the same
time or after the students have studied the internal organs of frogs so
they will have the knowledge of biology to which to connect the Spanish
names. Depending on their level of understanding you can have a word
matching sheet with the English names for internal organs and have them
connect the Spanish name. This activity would be a great way to connect
the disciplines of Spanish and Biology(4.1). The students will be able to
see the organs appear and disappear as they click on the names of the
organs. This activity will appeal to visual and kinesthetic learners who
like to in control of their learning. Plus you can pull the frog apart
which is always fun.


As a follow up to the Virtual Frog Dissection have your students go to
http://www.studyspanish.com/vocab/organs.htm. Here they can check their
own work on matching English to Spanish names of internal organs. The
students have a chance to review the list of words then they can hear the
pronunciation of the words in both a Latin American accent and a Spanish
accent. Then the students can quiz themselves with a set of online flash
cards, a game of concentration, matching, and a word search. After they
have played around with the vocabulary with the game of their choice, they
can take either the quiz or test and submit their scores electronically to
the teacher. There are many other vocabulary and grammar tutorials from
regular –ar conjugations to subjunctive. This would fall under Standard
1.2 and improve student understanding of Spanish. Students can monitor
their own learning and set their own pace.


An outstanding website with songs, stories, grammar practice, and
Native speakers telling stories and pronouncing vocabulary. This is a
great way for students to practice language skills(1.1, 1.2) as well as
gaining knowledge of other cultures through the music and stories about
cultural events (2.1, 2.2, 4.1, 4.2). For example, if a teacher is
teaching prepositions have the students click on prepositions with gtvr
movie link. They will be taken to a 360° view of the inside of an
apartment. Below the picture of the apartment there are 12 sentences that
describe where things are in the apartment and the students must insert
the correct preposition. Review the exercises to see if there is any new
vocabulary that must be defined before they do the exercises. When they
pick the correct preposition “Bien” will pop up in a box next to the
sentence. A second activity would be listening comprehension with time in
Spanish. Go back to the main page and click on time-Que hora es? Then
click on que hora es #1, listen to each time and write the time you hear
in the box. This is one of many grammar exercises in a very colorful and
diverse website. Play around with the site and enjoy the cultural aspects
as well as the grammar.


Website for the textbook used in Spanish several 1 and 2 at Marin Catholic
High School. As an introduction to the culture, click on Unidad 1 then
click on more about the Estados Unidos and explore the Latino culture that
is alive in the United States. Students can connect their Spanish
learning to the food, dance, and customs that may exist in their
neighborhood. Then go to Etapa 1 and quiz yourself on the vocabulary from
Unidad 1 Etapa 1. They can quiz themselves on the vocabulary that they
will be tested on from their book. They can also hear all the vocabulary
pronounced by a native speaker. After they have practiced all the
vocabulary and feel confident, click on self-check quiz. They can quiz
themselves and practice for the real quiz they will have in class. You
can have them print out their answers but they will be able to change
their answers until they are all correct so it will not be an accurate
measure of their ability.

These are sites with pre-prepared power points that can be used in the
classroom to teach any topic in Foreign Language. Many language teachers
use the power points even if they are not teaching Spanish and change the
language to the target language. These power points are time saving since
most classrooms teach similar grammar and vocabulary. Feel free to modify
the power points in any way you’d like to make them fit your classroom and
teaching style.

The above links and descriptions are the result of a class project by language teacher candidates in the Single Subject Credential Program at Sonoma State University, Rohnert Park, California. For further information contact Dr. Jeffrey Reeder.