the presentation of in spanish

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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Useful Phrases to Give a Presentation in Spanish

¿has dado alguna vez una presentación en español .

Si es así,  ya sabes que puede ser bastante difícil pensar en las palabras correctas cuando todos te están mirando. ¡Cuánta presión y qué nervios!

Bueno, no te preocupes, porque en esta entrada aprenderás una serie de frases en español que te ayudarán a que tus presentaciones sean más  profesionales.

INTRODUCCIÓN

Al comienzo de tu presentación sería ideal seguir los siguientes pasos:

• Preséntate a ti mismo y a tu tema.
• Haz un resumen de tu exposición.
• Dile a la audiencia cómo manejarás las preguntas.

Para presentarte di tu nombre, en qué empresa trabajas y/o cuál es tu trabajo específico:

“Buenas tardes. Mi nombre es (tu nombre) y soy (tu trabajo) en (tu empresa)” .

Luego, puedes decirle a la audiencia cuál es el tema general. Aquí hay dos frases que puedes usar: 

“Mi presentación es sobre…”

“Hoy me gustaría hablarte de…”

Siempre es una buena idea darle a la audiencia un resumen o una descripción general de su presentación. Recuerda dirigirte a tu público tratándoles de USTED :

“Permítanme darles una descripción general de la presentación de hoy”.

“En primer lugar  voy a hablar de… (tema 1)”

“Después de eso, echaremos un vistazo a… (tema 2)”

“Entonces, consideraremos… (tema 3)”

“Y finalmente, explicaré… (tema final)”

Luego, dile a la audiencia si desea que la gente le haga preguntas en medio de la presentación o solo al final. Aquí hay una frase para cada uno:

“Por favor, siéntase libre de interrumpirme si tiene alguna pregunta”.

“Dejaré algo de tiempo para preguntas al final de la presentación”.

HACER TRANSICIONES ENTRE TEMAS

Para comenzar el primer tema, puedes usar frases como éstas:

“Me gustaría comenzar por/con… ”.

“Empecemos por… ”.

En este contexto, las palabras “comenzar” y “empezar” significan lo mismo.

Para pasar a otro tema, puede usar estas frases:

“Ahora vamos a pasar a…”

“Ahora veamos…”

“Ahora me gustaría discutir…”

“Ahora déjame pasar a…”

Notarás que todos comienzan con la palabra “ahora”: esta es una señal para tu audiencia de que estás presentando un nuevo tema.

CON REFERENCIA A DIAPOSITIVAS / GRÁFICOS

Si estás dando una presentación en PowerPoint, querrás consultar las diapositivas, que pueden mostrar imágenes, mapas, gráficos, cuadros, tablas, etc.

Aquí hay algunas frases que puedes usar:

“Esta diapositiva muestra… ”.

“Mirando esta diapositiva, podemos ver que… ”.

“Como puede ver en esta diapositiva…” .

REPITIENDO / CORRIGIENDO

¿Qué harías si dijeras algo incorrecto o confuso durante tu presentación?

Primero, ¡no te pongas nervioso/a! Los hablantes nativos de español también cometen errores durante las presentaciones, así que ¡no es el fin del mundo!.

Aquí tienes algunas frases para retomar el rumbo:

Frases para decir algo de nuevo usando diferentes palabras:

“Déjeme decirlo de otra manera”.

“Déjeme reformular eso”.

“En otras palabras…”

Frases para corregir un error:

“Lo siento, eso no es correcto. quise decir que… [hemos contratado a 15 nuevos empleados, no a 50] ”.

Disculpe + corrección con énfasis.

Por ejemplo: “La escuela fue fundada en 1999, disculpe , mil novecientos ochenta y nueve”.

Frases para describir efectos:

Por lo tanto … (usualmente usado para una conclusión lógica)

Este producto es más caro de producir. Por lo tanto, los márgenes de beneficio son más bajos.

En consecuencia … (más formal)

La empresa no obtuvo el permiso de construcción adecuado. En consecuencia, tuvimos que pagar una multa por incumplimiento.

Como resultado …

Hemos invertido en mejores equipos de seguridad y, como resultado , la cantidad de accidentes se ha reducido .

Entonces …

Los anuncios tuvieron éxito, entonces , ahora planeamos expandir el programa.

Las palabras “por lo tanto” y “en consecuencia” se usan típicamente al comienzo de una oración. “Como resultado” se puede usar al principio o al final de una oración, y la palabra “entonces” se usa típicamente en el medio de una oración.

Al final de su presentación, puede dar un breve resumen de sus puntos principales o el mensaje más importante. Aquí hay algunas frases para eso:

“En conclusión…” “Cerraré resumiendo los puntos principales”. “Permítanme recordarles brevemente lo que hemos cubierto”. Como frase final, puedes decir: “Gracias por su atención.”

Para informar a la audiencia que está listo para responder preguntas, puede decir:

“¿Alguien tiene alguna pregunta?” (generalmente se hace en una reunión/grupo más pequeño)

“Me gustaría dar paso a las preguntas ahora”. (generalmente se hace cuando se presenta a un grupo más grande)

Si no entendió la pregunta de la persona, puede decir: “Lo siento, no entendí eso, ¿podrías repetirlo?”

“Lo siento, no entiendo muy bien tu pregunta, ¿te importaría reformularla?” Las expresiones “lo siento” y “te importaría” se incluyen por cortesía.

Si la pregunta requiere información que no tienes en este momento, pero que podrías averiguar más adelante, puedes decir esto: “Esa es una pregunta interesante. En realidad, no lo sé muy bien, pero intentaré responderte más tarde con una respuesta”.

Si no puede responder la pregunta, pero alguien más puede, entonces diga: “Desafortunadamente, no soy la mejor persona para responder eso, pero puedo ponerlo en contacto con un colega mío” .

Finalmente, si la respuesta a la pregunta va a ser muy larga, puede decir: “Me temo que tomaría mucho tiempo explicarlo, pero tal vez tú y yo podamos hablar de eso más a fondo después”. Esto significa que no desea responder la pregunta de inmediato, pero está dispuesto a hablar con la persona al respecto después de la presentación.

Esto es todo por ahora. 

Espero que te sea muy útil.

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

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

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

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

3. Their presentations were completely disorganized.

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

1. STUDENT RESEARCH

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

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

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

THE PRESENTATION MUST:

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

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

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

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

2. TELL STUDENTS THE LEARNING GOAL

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

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

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

HERE IS ANOTHER LEARNING GOAL:

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

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

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

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

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

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

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

Vocabulario para la comparación

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

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

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

4. LA PRESENTACIÓN ORAL: LAS INSTRUCCIONES

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

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

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

5. STUDENTS MUST ORGANIZE THEIR ORAL PRESENTATION

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

In order to organize their speech, they must:

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

6. RUBRIC FOR PRESENTATIONAL SPEAKING

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

7. SHOW THE POWERPOINT

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

STUDENTS MUST:

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

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

8. STUDENTS EVALUATE USING THE RUBRIC OR A CHECKLIST

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

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

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

9. SELF-CORRECTING

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

10. READ THE CULTURAL NOTE

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

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

11. SOLICIT DIFFERENCES AND SIMILARITIES USING THE GRAPHIC ORGANIZERS

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

12. STUDENTS PRACTICE WITH A PARTNER

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

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

13. STUDENTS PRESENT WITH PARTNERS AND EVALUATE EACH OTHER

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

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

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

14. BE EFFICIENT WITH TIME

Did I say 13 ways? Here is #14.

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

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

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

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

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

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

The printables include the following:

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

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

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

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

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

READY-MADE LESSON PLANS THAT DO EVERYTHING FOR YOU

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

AP Spanish Lesson Plans and Curriculum for Tríangulo apro bado

AP Spanish Lesson Plans and Curriculum for Vista Higher Learning

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

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

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

How to Teach the Argumentative Essay

Why I Teac h AP Spanish the Way I Do

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

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

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

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« next article: classroom activities for spanish class » previous article: a movie game for spanish class, thursday, march 6, 2014 (read 1614 times), how to give a spanish presentation of an author.

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

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

Presentations in Spanish

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

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

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

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

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

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How to: Feel Comfortable Giving a Presentation in Spanish

Dear Esther,

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

Prepare your notes:

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

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

Prepare your slides:.

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

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

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

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

Relax and smile:.

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

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

It’s not the end of the world:

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

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

Sincerely, Spain

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

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Spanish to Go

Slides In Spanish

Introduction.

Slides, often used in presentations, play a vital role in conveying information effectively. This article explores the use of slides in the context of Spanish-language presentations, highlighting best practices, key vocabulary, and tips for creating impactful slides.

The Role of Slides

Visual aids.

Slides complement spoken content by providing visual aids that reinforce key points and help the audience understand complex information.

Organization and Structure

Slides enable presenters to organize their content logically, guiding the audience through the presentation’s flow.

Best Practices for Creating Slides

Keep slides clean and uncluttered. Use concise bullet points, relevant images, and avoid overwhelming the audience with too much information.

Consistency

Maintain a consistent design throughout the presentation. Use the same font, color scheme, and formatting for a polished and professional look.

Key Vocabulary for Slide Content

Título (title).

The main title of the slide, often encapsulating the central theme or topic.

Puntos Clave (Key Points)

Bullet points that succinctly summarize the main ideas or concepts being discussed.

Visual Elements and Graphics

Gráficos (graphics).

Include charts, graphs, and diagrams to visually represent data and trends. Make sure they are clear and easy to understand.

Imágenes (Images)

Use relevant images that support the content and enhance understanding. Avoid using distracting or unnecessary visuals.

Creating Impactful Slides

Avoid overcrowding slides with excessive text. Use short phrases or keywords to convey the main points.

Engage with Visuals

Utilize visuals to illustrate concepts and engage the audience. A well-chosen image can often convey more than words alone.

Practice and Rehearsal

Flow and timing.

Practice your presentation with the slides to ensure a smooth flow and appropriate timing for each slide.

Familiarity with the slides boosts your confidence during the presentation, allowing you to maintain eye contact with the audience.

Slides in Spanish-language presentations serve as valuable tools for enhancing communication and engagement. By adhering to best practices, using key vocabulary, and incorporating impactful visual elements, you can create slides that effectively convey your message and leave a lasting impression on your audience.

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Category: Oral Presentations

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The answer, subtitles and perseverance .

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