para el nivel a2:

tarea extra para los niveles b3-c2:

para a2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

> > > Esta semana la tarea adicional es encontrar el significado de 5 palabras que no sepan en este artículo sobre looksmaxxing.

para a3-b2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

> > > Esta semana la tarea adicional es encontrar el significado de 5 palabras que no sepan en este artículo sobre looksmaxxing.

para b3-c2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

la mini-lección: La descripción A2

Being able to describe vocabulary that you have not yet learned, is the single most valuable skill that you can develop as a foreign language learner. 

To help you make your descriptions as easy to understand as possible, we are going to remind you some things you may want to take into account when you describe a word:

1 – What is it? What category does it fall under? A fruit, an action, an animal, a color, a feeling, a concept, a theory, a fact, a sport, a person, a degree, a profession, etc.? (This should always be the 1st thing you start with, so that the other person can start forming an image in their head of what you’re trying to describe).

2 – Where is it/Where do you find it? On a mountain, in a library, on the beach, in an office?

3 – What size is it? The size of a nail, the size of a whale, as big as a cat? (Saying it’s small, medium or large doesn’t actually help… Small compared to what?)

4 – What color is it?

5 – Who uses it? What is used for? When do we use it?

6 – Is it similar to something else, or the opposite?

7 – When does it happen?

8 – What does it smell like? Does it smell good? Bad? Like an orange? 

9 – Does it make sounds? What kind?

10 – How does it feel to the touch? It is slippery, smooth, rough, soft, etc.

Bear in mind that personal opinions are not good for descriptions, because unless the other person knows you very well, it doesn’t help to know how you feel about it. 

For example:

• I love this thing. I drink it on weekends. I don’t have it, etc…

Not helpful at all if you don’t know that person’s tastes.

Also, remember that examples can also help with your description:

• It’s when the sea meets the land in a curved shape. 
• There’s no waves, and the water is pretty still. 
• For example, San Diego and San Francisco have one. (A bay)

la mini-lección: La descripción A3-B2

Being able to describe vocabulary that you have not yet learned, is the single most valuable skill that you can develop as a foreign language learner. 

To help you make your descriptions as easy to understand as possible, we are going to remind you some things you may want to take into account when you describe a word:

1 – What is it? What category does it fall under? A fruit, an action, an animal, a color, a feeling, a concept, a theory, a fact, a sport, a person, a degree, a profession, etc.? (This should always be the 1st thing you start with, so that the other person can start forming an image in their head of what you’re trying to describe).

2 – Where is it/Where do you find it? On a mountain, in a library, on the beach, in an office?

3 – What size is it? The size of a nail, the size of a whale, as big as a cat? (Saying it’s small, medium or large doesn’t actually help… Small compared to what?)

4 – What color is it?

5 – Who uses it? What is used for? When do we use it?

6 – Is it similar to something else, or the opposite?

7 – When does it happen?

8 – What does it smell like? Does it smell good? Bad? Like an orange? 

9 – Does it make sounds? What kind?

10 – How does it feel to the touch? It is slippery, smooth, rough, soft, etc.

Bear in mind that personal opinions are not good for descriptions, because unless the other person knows you very well, it doesn’t help to know how you feel about it. 

For example:

• I love this thing. I drink it on weekends. I don’t have it, etc…

Not helpful at all if you don’t know that person’s tastes.

Also, remember that examples can also help with your description:

• It’s when the sea meets the land in a curved shape. 
• There’s no waves, and the water is pretty still. 
• For example, San Diego and San Francisco have one. (A bay)

la mini-lección: La descripción B3-C2

Being able to describe vocabulary that you have not yet learned, is the single most valuable skill that you can develop as a foreign language learner. 

To help you make your descriptions as easy to understand as possible, we are going to remind you some things you may want to take into account when you describe a word:

1 – What is it? What category does it fall under? A fruit, an action, an animal, a color, a feeling, a concept, a theory, a fact, a sport, a person, a degree, a profession, etc.? (This should always be the 1st thing you start with, so that the other person can start forming an image in their head of what you’re trying to describe).

2 – Where is it/Where do you find it? On a mountain, in a library, on the beach, in an office?

3 – What size is it? The size of a nail, the size of a whale, as big as a cat? (Saying it’s small, medium or large doesn’t actually help… Small compared to what?)

4 – What color is it?

5 – Who uses it? What is used for? When do we use it?

6 – Is it similar to something else, or the opposite?

7 – When does it happen?

8 – What does it smell like? Does it smell good? Bad? Like an orange? 

9 – Does it make sounds? What kind?

10 – How does it feel to the touch? It is slippery, smooth, rough, soft, etc.

Bear in mind that personal opinions are not good for descriptions, because unless the other person knows you very well, it doesn’t help to know how you feel about it. 

For example:

• I love this thing. I drink it on weekends. I don’t have it, etc…

Not helpful at all if you don’t know that person’s tastes.

Also, remember that examples can also help with your description:

• It’s when the sea meets the land in a curved shape. 
• There’s no waves, and the water is pretty still. 
• For example, San Diego and San Francisco have one. (A bay)

Let’s talk about that feeling.

You know the one. 

Someone asks you a question in Spanish and your brain just… blanks. 

Or you say something and immediately hear how wrong it sounded the second it leaves your mouth. 

Or you’re sitting in class trying to figure out how to say something simple, like “I forgot my umbrella,” and somehow it comes out sounding like a riddle.

That feeling? 

The hot cheeks, the mental scramble, the little voice that says I should know this by now?

That’s not a sign you’re doing it wrong. 

That’s a sign you’re doing it exactly right.

Your brain actually loves this (even when you don’t)

Here’s the thing nobody tells you when you start learning a language: discomfort isn’t the obstacle. 

It’s the mechanism.

Neuroscientists have a name for this. 

It’s called the desirable difficulty effect. 

Learning that feels smooth and easy, the kind where you’re just recognizing things you already know, barely leaves a mark. 

But learning that feels a little effortful, a little wobbly, a little “wait, am I getting this right?” is exactly the kind that builds real, lasting connections in your brain.

Think about it like a hike. 

A flat paved path is pleasant. 

You can stroll along without breaking a sweat. 

But it’s not building any new muscle. 

It’s the uphill, slightly-too-steep section that’s doing the actual work, even though it’s the part where you’re breathing hard and questioning your choices.

Your brain works the same way. 

When you fumble for a word, when you have to guess at a conjugation, when you say something and then immediately think “wait, was that right?”, you’re not failing. 

You’re in the exact zone where real learning happens.

The awkward pause is doing you a favor

There’s a moment in every conversation practice that a lot of our students dread: the pause.

The one where you’re searching for a word and it’s just… not there yet. 

Silence. 

Maybe a nervous laugh. 

Maybe you say “um” in English because your brain gave up and switched languages on you without permission.

We get it. 

That pause feels like evidence that you’re not good at this.

It’s actually the opposite. 

That little gap, that moment of effortful searching, is your brain building the retrieval pathway it needs so that next time, the word comes faster. 

Every time you struggle to find a word and then find it (even imperfectly, even three seconds too late), you’re carving the path a little deeper. 

The next attempt gets easier. 

Not because the awkwardness disappears, but because your brain has practiced getting through it.

This is also, by the way, why cramming vocabulary from an app in silence will never get you as far as one real, slightly clumsy conversation. 

Passive review doesn’t ask your brain to reach for anything. 

Conversation does. 

That reaching is the whole point.

Putting yourself out there is the hard part, and it’s supposed to be

Let’s be honest about something else: it’s not just the grammar that’s uncomfortable.

It’s being seen while you mess up.

Speaking a new language means being a beginner in front of other people, sometimes people you respect, sometimes total strangers. 

It means your usual wit, your usual precision, your usual sense of humor, all the ways you normally show up as yourself, get stripped down to whatever vocabulary you currently have.

That’s genuinely vulnerable. 

It makes sense that it feels exposing.

But here’s what we want you to know: nobody is keeping score of your mistakes the way you think they are. 

Every single person who has ever learned a second language has sat in that same uncomfortable seat. 

Your teacher has been there. 

That fluent friend you’re a little intimidated by has been there. 

Fluency isn’t the absence of that discomfort. 

It’s just what’s left after you’ve walked through enough of it that it stops feeling so loud.

So when you get something wrong, or you blank on a word, or your accent doesn’t sound the way you wish it did, try to notice the instinct to judge yourself. 

And then, gently, let it go. 

Not because the mistake doesn’t matter, but because judging yourself for it doesn’t help you learn faster. 

It just makes you want to stop trying, and stopping is the only thing that actually slows you down.

What this looks like in real practice

You don’t need to seek out discomfort for its own sake. 

You’re not trying to suffer. 

You’re just trying to stop avoiding the moments that feel hard, because those are the moments doing the heavy lifting.

That might mean:

• Answering in Spanish even when you’re not sure you have the right words yet, instead of waiting until you feel “ready”
• Letting a pause sit for a second longer while you search for a word, instead of immediately reaching for English
• Speaking up in class even when you know you’ll probably get something wrong
• Trying a sentence structure you’re not fully confident in, just to see what happens

None of this feels good in the moment. 

That’s fine. 

It’s not supposed to. 

The goal was never to feel comfortable. 

The goal is to become someone who can hold a real conversation in Spanish, and that person gets built one slightly uncomfortable attempt at a time.

So next time you feel that hot-cheeks, brain-blank, “did I just say that wrong” moment: good. That’s the work. 

That’s your brain doing exactly what it’s supposed to be doing.

Keep going. 

You’re closer than you think.

para el nivel a2:

tarea extra para los niveles b3-c2:

para a2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

> > > Esta semana la tarea adicional es buscar información acerca del modo imperativo / los mandatos.

para a3-c2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

para el nivel a2:

tarea extra para los niveles b3-c2:

para a2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.

> > > Esta semana la tarea adicional es escribir un párrafo sobre lo que hicieron durante la semana pasada, en que PBO estuvo cerrado.

para a3-c2:

¡Destaca y domina!

Esta es la sección para las personas que quieran ser superestrellas del español.

Cada semana les propondremos algún tipo de tarea adicional, por si quieren practicar más entre clases.

No la repasaremos en clase, es simplemente para que practiquen más.