what is presentation 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!

12 Spanish Presentations to Use in Your Lessons

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:

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¡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?)

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¿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.)

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Swipe left or right to see more examples from other videos
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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.

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Go from understanding to speaking in a natural progression.

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.

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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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Translation of presentación – Spanish-English dictionary

Presentación.

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Examples of presentación

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

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

Presentations in Spanish

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

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

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

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

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

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

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What is the translation of "presentación" in English?

"presentación" in english, presentación {f}.

volume_up presentation
introduction

presentaciones {f pl}

volume_up presentations

presentación directa {f}

volume_up direct filing

presentación correcta {f}

volume_up fair presentation

presentación pública {f}

volume_up rollout

English translations powered by Oxford Languages

Presentación feminine noun, translations, presentación {feminine}.

"primera exposición"
open_in_new Link to source
warning Request revision

presentaciones {feminine plural}

Presentación directa {feminine}, presentación correcta {feminine}, presentación pública {feminine}, context sentences, spanish english contextual examples of "presentación" in english.

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

Monolingual examples

Spanish how to use "presentación" in a sentence, spanish how to use "presentaciones" in a sentence, spanish how to use "presentación directa" in a sentence, spanish how to use "presentación correcta" in a sentence, spanish how to use "presentación pública" in a sentence, spanish how to use "presentations" in a sentence, spanish how to use "direct filing" in a sentence, spanish how to use "fair presentation" in a sentence, synonyms (spanish) for "presentación":.

demostración
inauguración
introducción
presencia de nudos
presencia de ánimo
presencia escénica
presencia web
presenciando
presentable
presentación
presentaciones
presentación correcta
presentación de candidatura
presentación de cargos
presentación de datos
presentación de diapositivas
presentación de informes
presentación de negocios
presentación de un nuevo producto
presentación directa

Translations into more languages in the bab.la English-Swahili dictionary .

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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.

How to Teach La presentación Oral for AP Spanish: La presentación oral

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.

La presentación oral Vocabulary for AP Spanish

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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Spanish translation of 'presentation'

presentation

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Ideas and Resources for Spanish Teachers

Teaching Spanish Students How To Present

I have a lot of feelings about presentations. Throughout my career, I have seen it all.

The memorized, robotic presentation where the student has no idea what they’re even saying.

The presentation that was meant to be memorized but stage fright took over. Train wreck.

The presentation that was so incorrect, no one knew what was being said.

The one-by-one presentations where we are all dying a painful death of boredom as we listen to #27 talk about their likes and dislikes.

You get the picture. Not pretty. Teaching Spanish students how to present is not an easy task.

So How Do We Teach Spanish Students How to Present?

Do we just forget it?

Instead, we instruct students about what a good presentation looks like and sounds like.

AP Spanish Presentations

Let’s start with our most advanced students. Theoretically, they are the most prepared to give a quality, interesting presentation. In my AP Spanish class, some presentations are done individually and some in groups. Many have a visual requirement as well.

Start by getting students comfortable speaking off the cuff. This means providing opportunities every day for students to answer questions and give opinions about things they have not prepared ahead of time. This builds their confidence in their ability to use their language creatively. (See my blog post about building confidence in AP Spanish students here!)

Go over the requirements of the presentation in detail. Don’t leave much to the imagination. Students will fill in their own blanks, and sometimes it’s not what we want!

Here are the guidelines I give to teach my AP Spanish students to present an excellent piece of work:

Here are Some Guidelines for Teaching AP Spanish Students to Present

Know your content well. This also means learning key vocabulary words that may be new.
Make a notecard with bulleted phrases to guide you. *It’s important NOT to write down everything you want to say word for word. Instead, having the outline will boost you and jog your memory.
Create a visual to go along with what you’re saying. These visuals are meant to help the audience understand what you’re saying, and to give them a picture to go along with your words. It adds interest to your presentation. But! It’s important NOT to have a lot of words on your slides. No one wants to be read to, and there is a strong temptation to turn your back to the audience and read the slides. At least for my grading rubrics, a student will not earn a good score by reading their slides.
Rehearse your presentation. Is there a time limit? Does your presentation fall within it? Did you hit any road blocks with vocabulary that you need to work out before the day of the presentation? Do you need help with pronunciation? All of these are issues that rehearsing can work out!

Click HERE for my freebie handout with these reminders to give your students!

Click HERE for an example of an oral presentation with visuals that I assign to my AP students.

Teaching Year 1-4 Spanish Students To Present

For Novice and Intermediate Low students, our expectations are a little bit different. Their vocabulary and grammar is a lot more limited, so they may need some extra support.

One recommendation I have is that students NOT present one-by-one in front of the class. First, this incites terror for many of our students! And we know that when a student’s fight, flight or freeze system is activated, no learning or performing is going on!

Second, it’s BORING for the rest of the class to listen to 20 + presentations that are more or less similar.

What to Do Instead?

Consider task cards. These are simply cards that give some questions or parameters for students surrounding a topic that you have been practicing in class. For example, you might give a Spanish 1 class task cards that list a person’s name, age, physical description, etc. (in English) and ask them to introduce themselves. There should be several versions of these cards. For students in Years 2 or 3, you might create scenarios based on your unit. Perhaps you have a unit on Travel or Getting Hurt? Create several different scenarios where students can tell you a story.
Call students up one at a time to do their presentations with you. Your other students can be doing any number of worthwhile activities, including practicing new vocabulary on Quizlet, taking a virtual field trip, reading an interesting cultural article, etc.
Provide some supports. One idea is providing a vocab list from your unit or related to the topic in English. I notice that one thing that holds many students back is that they simply can’t think of anything else to say! Having a vocab list in front of them gives them an easy way to jog their thought process so that they can add details to their stories!
Practice!! Create class activities that allow students the chance to use their language creatively in both speaking and writing. The time they are graded should not be the first time they are doing the sort of task you are grading them on!

Click Here if you would like some task cards/scenarios for your Year 2 or 3 Students! These are related to accidents & injuries, but the idea can be used for any sort of scenarios!

Teaching our Spanish students how to present is tricky! Please use the comment section below if you have any other tips that have improved your students’ presentations in Spanish!

Building Confidence with AP Spanish Students

How To Encourage Group Work in Spanish Class

How To Teach AP Spanish Students the Cultural Comparison

AP Lesson Plan, Posters, Lesson Plan Templates, Goal-Setting, Presentations How-To Handouts, and more!

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Prepare a Spanish presentation with our Spanish lessons

April 7, 2021

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.

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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.

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Kylian Mbappe completes Real Madrid transfer

TOPSHOT - French soccer player Kylian Mbappe listens to French President as he arrives for a lunch at the team's training camp, as part of the team's preparation for the UEFA Euro 2024 European football championships in Clairefontaine-en-Yvelines on June 3, 2024. (Photo by Sarah Meyssonnier / POOL / AFP) (Photo by SARAH MEYSSONNIER/POOL/AFP via Getty Images)

Real Madrid have announced the signing of Kylian Mbappe .

Mbappe has signed a five-year contract with his new side. His move to Madrid is one of the most anticipated transfers in football history and comes after several years of interest from the Spanish club.

“A dream come true,” Mbappe said on his move. “So happy and proud to join the club of my dreams, Real Madrid.

“Nobody can understand how excited I am right now. Can’t wait to see you, Madridistas, and thanks for your unbelievable support. ¡Hala Madrid!”

Last month, the 25-year-old confirmed his decision to leave PSG — where he scored 256 goals — when his contract expires on June 30, saying he needed “a new challenge after seven years”.

Madrid had attempted to sign Mbappe in 2022, when the forward’s previous contract at PSG was due to expire but he instead chose to renew at the Parc des Princes. Mbappe’s extension in 2022 included a 12-month extension clause for the 2024-25 season. However, only the France international could trigger that extension — not PSG.

Mbappe renewed with PSG in 2022 (Gao Jing/Xinhua via Getty Images)

Mbappe won 15 trophies across his spell in the France capital, having initially joined on loan from Monaco in 2018, including six Ligue 1 titles. However, he did not win the Champions League at PSG — losing to Bayern Munich in the club’s only final appearance in 2019-20. He joins a Madrid side that have just won their fifth Champions League title in nine years, following Saturday’s 2-0 win over Borussia Dortmund at Wembley Stadium.

The full inside story of Kylian Mbappe's Real Madrid transfer

Madrid’s interest in the striker was revived this season, with The Athletic reporting in January that the Frenchman was aware of Madrid’s contractual offer .

As reported by The Athletic , senior board figures informed Madrid head coach Carlo Ancelotti ahead of the side’s Champions League last-16 first leg against RB Leipzig on February 13 that he could count on Mbappe from next season.

Mbappe informed PSG in February that he would not execute the optional additional year in his contract through to 2025 that had been included in his 2022 renewal; meaning he would leave the club at the end of the season as a free agent. Days later, the striker confirmed his decision to his PSG team-mates and head coach Luis Enrique.

Comunicado oficial: Mbappé. #RealMadrid — Real Madrid C.F. (@realmadrid) June 3, 2024

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How will Mbappe be remembered at PSG?

Analysis from The Athletic’s PSG correspondent Peter Rutzler

Kylian Mbappe is the best French player to have worn the PSG shirt. Arguably, he is their best of all time and perhaps their most important and influential.

Since he signed for Monaco in the summer of 2017, initially on loan and then made permanent for an eye-watering €180million (now £153.8m; $193.7m), PSG have transformed as a club. They are now an internationally recognised brand, a super club, a team who have boasted star players and Mbappe has been at the heart of it.

The relationship between PSG’s fans and their star player has not always been one of doting affection over the past seven years — a product, as L’Equipe outlined last week, of his frequent ‘near departures’. But he has been loved in Paris as a leader for club and country, the locally-born superstar who has become the face of PSG. Off-field matters have not fully diminished the respect, admiration, and indeed affection for this global superstar.

Today, he is arguably the best player in the world and he has left his mark at PSG. He has broken multiple records since he signed, aged 18. He has surpassed all that have gone before him in Paris.

Mbappe winning the World Cup in 2018 (Matthias Hangst via Getty Images)

He has scored the most goals for PSG both domestically and in Europe, as well as the most hat-tricks, the most ‘doubles’ and the most goals in a single game (five). He has helped France win the World Cup during his time at the club, as well as scoring in successive World Cup finals, including one hat-trick, has won the tournament’s Golden Boot, and has gone on to become France captain. He is the most prolific and consistent goalscorer the French league has seen since Jean-Pierre Papin was running riot for Marseille in the late 1980s and early 1990s.

He received the Ligue 1 Golden Boot award six times in a row — no player has done that before.

While PSG were ahead of schedule with their Champions League run this season, Mbappe will still leave without winning the biggest prize in club football — and that will always be a disappointment to him. But he leaves as probably the most significant player in the club’s history.

Where does this leave PSG?

While Mbappe’s exit from PSG is only now official, it has not exactly been an unforeseen eventuality. Speculation about his future has been a regular soap opera.

Mbappe is not just any old player — and not only because of his talent. He has been incredibly influential. He may have insisted that the club was not ‘Kylian Saint-Germain’ in a marketing dispute last year but, at least in recent times, it is hard to escape the veracity of that description.

He is arguably the best player in the world today and losing a player of that calibre leaves a huge hole. Currently, he is the team’s top goalscorer by a sizeable margin. He has scored 43 goals in all competitions this season. The next best for PSG is Goncalo Ramos , on just 15.

Despite all his goals, Mbappe could not lead PSG to European glory (Matthias Hangst/Getty Images)

PSG will have to replace those goals, but the club have already begun regeneration, moving on from their ‘galacticos’ era. Last summer they parted company with Lionel Messi and Neymar and implemented a new focus on a younger, more cohesive team, built with a longer-term focus — and clear playing philosophy — in mind.

More than €250million was spent on talent, with 13 new faces signed, plus the appointment of new head coach Luis Enrique. January saw the addition of two more youngsters in Lucas Beraldo and Gabriel Moscardo. The average age of the team has dropped dramatically.

There is the loss of an elite-level talent, but now the idea of the “club above all else”, stressed by president Nasser Al-Khelaifi last summer, may be easier to enforce. For the first time in a while, PSG will not have a player with great power and influence, beyond what is sometimes seen as healthy. This may well benefit head coach Luis Enrique.

But PSG still want to be an elite club and are set to target the likes of Victor Osimhen and Gavi this summer in a bid to fill the void.

(Top photo: Sarah Meysonnier/POOL/AFP via Getty Images)

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3. (aesthetic appearance) a. la presentación. (F) The chef told us that the presentation of the plate can be as important as the food itself.El chef nos dijo que la presentación del plato puede ser tan importante como la comida misma. 4. (formal act of offering) a. la entrega. (F) A Peruvian singer will take part in the presentation of the ...
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