assignment 4 el alfabeto

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12 El alfabeto

Spanish is straightforward in that nearly all letters are pronounced—only the “h” is silent, and the vowels (a-e-i-o-u) have only one pronunciation each; for example, there’s no “long a” and “short a” like there is in English. This makes it easier for the leaner of Spanish to see a word and know how it’s pronounced, and to hear a word and guess accurately at its spelling. The way some Spanish speaking countries refer to several of the letters varies slightly (namely, with b, v, w and y), but generally these differences do not cause confusion. The most recent dictionaries do not list “ll” (elle) and “rr” (erre) as separate letters of the alphabet, but many native speakers of Spanish still consider these as part of “el alfabeto” and they are included as letters in the chart below. Words that begin with “k” and “w” are usually words that are borrowed from other languages.

El alfabeto

Visit “ el alfabeto ” to hear how the letters are pronounced in Spanish (from Spain):  (http://www.languageguide.org/spanish/alphabet/)

The vowels in Spanish

In Spanish, there is only one sound associated with each vowel, so it’s important to avoid letting other vowel pronunciation systems interfere when you speak Spanish. In English, for example, the vowel “a” can vary greatly—say out loud the following: “cat, rate, father” and you’re likely to notice three distinct ways “a” is pronounced. This variation in pronunciation for the same vowel doesn’t occur in Spanish—“a” is always pronounced the same way. Also, Spanish vowels are short (a-) in their pronunciation, and not elongated (as when the doc says “stick out your tongue and say aaaah”).

How Spanish vowels sound

• The “ñ” is pronounced as the “ny” is in the word “canyon”, or the “ni” in “onion”. Many beginner learners of Spanish already know the word “tomorrow”: mañana.  Other common words with ñ: año (year), niño (boy), piña (pineapple).
• The letter “h” is always silent in Spanish, so don’t attach an English “h” sound to any of these common words: hola, Héctor, hay (there is), hermano (brother).  Pronounce these as if “h” didn’t exist: (-ola, -éctor, -ay, -ermano).
• The letter “j” sounds more like an English “h”, as in the boy’s name Javier.  The same English “h” sound is heard in these words: jabón (soap), junio (June) and Jenry.
• The letter “x” is frequently pronounced as English “h” as well: México, Xavier, but “x” can also sound like English “x”; for example, in the word “conexión”.
• In many parts of Spain, the letters “z” and “c” (when “c” precedes the vowels “e” and “i”) are pronounced as the unvoiced “th” sound in the English word “thin”.  So in Spain, “gracias” is pronounced “grathias” and “cinco” is “thinco”; and “lápiz” is pronounced “lápith”.  In all other dialects of Spanish, the letters “z” and “c” in these examples are pronounced as a clean “s” sound as in the word “snake”.
• The “erre” consonant (rr) is no longer considered a separate letter in Spanish, but it traditionally is contrasted with “ere” (r).  Second language learners should try to roll or trill “rr” in words such as “perro / carro”, but the “r” of “pero / caro” is not rolled.

Special mention of “c” and “g”

Los consonantes c y g.

Capitalization

The conventions for capitalization in Spanish differ from those in English. In Spanish, it is not necessary to capitalize:

• The first-person singular pronoun “yo”: María y yo (María and I)
• days of the week: lunes, martes, miércoles, etc.
• months of the year: enero, febrero, marzo, etc.
• languages and nationalities: francés, japonés, español
• religions: cristiano, musulmán

Only the first word of a book or title is capitalized: “Cien años de soledad.”

First Year Spanish 1 Copyright © 2019 by Paul Eckhardt is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Volume 1 » Módulo introductorio »

• El alfabeto español

In Spanish, there are twenty-seven letters in the alphabet ( el alfabeto or el abecedario )—one more than in the English alphabet.The additional letter is ñ , which comes after n in alphabetized lists in Spanish. The letters k and w appear only in words borrowed from other languages. When you talk about letters in Spanish, you need to use the feminine gender (e.g., la letra a , la b , la ele , etc.).

Have a look at the table below, and listen to the audio files attached to each letter. For example, what difference do you notice in the pronunciation of the letter u? What do you notice about the pronunciation of the other vowels?

More information on the pronunciation of Spanish letters   Most letters in Spanish have only one pronunciation, and thus, spelling can be said to be easier in Spanish than in English. However, there are some exceptions:

• When c appears before a , o , u and the consonants l and r , it sounds like /k/ (e.g., carismático , Costa Rica , cultura , clima , crema ). When c is followed by e or i , it sounds like /s/ (e.g., centro , emocional ) in Latin America, but like /th/ in some parts of Spain. When c is followed by h , it is pronounced like the ch in cheese (e.g., China ).
• When g appears before a , o , u and the consonants l and r, it sounds like an English hard /g/ (e.g., arrogante , amigo , gusto , globo , gracias ). When g is followed by e or i , it sounds like the English /h/ (e.g., generoso , ágil ). However, if a u is between g and e or i , g is pronounced like a hard /g/ , and the u is NOT pronounced (e.g., guía , espagueti ). Sometimes, in the combinations gue and gui , the u is pronounced if it is marked with a diéresis (the two dots above the ü ). In these cases, the g in combination with the u is pronounced /w/ . Examples: bilingüe , lingüística .
• Double l ( ll ) is pronounced like English /y/ in yes . In some parts of Argentina and Uruguay, this sound is pronounced like /sh/ (e.g., me llamo ).
• Q can only be found in the combinations que and qui . In these cases, the u is silent, and the q is pronounced /k/ (e.g., ¿ qué ?, quinto [ fifth ]). Q cannot be followed by a , o , or u (unless u is followed by e or i ).
• When r is at the beginning or in the middle of a word and appears as a double r ( rr ), it is pronounced like a rolling r (e.g., Río Grande, Rosa , guitarra ).

  ¡Manos a la obra!

One of the most common situations when spelling comes in handy is when we make a reservation by phone (e.g., a restaurant, a room, etc.), and we have to spell our name. Imagine that you are in this situation with a Spanish-speaking employee ( empleado ). The employee is asking you to spell your full name. Can you do it? Interact with a classmate, and exchange roles.

E1 (empleado): Perfecto. Para continuar la reserva, necesito ( I need ) su nombre. ¿Cómo se llama?

E2 (estudiante): Me llamo / Mi nombre es Sam Heughan.

E1 (empleado): ¿Cómo se escribe? ( How do you spell/write it?)

E2 (estudiante): Ese-a-eme [espacio ( space )] hache-e-u-ge-hache-a-ene

Paso 1. One of the unique aspects of Texas is its Hispanic present and past. Many different places have Spanish names, and have played a role in the history of the state. The same can be said about the Hispanic community. Have a look at the following names. Do you know where they are/who they are? What is their connection to the state’s past and present? Spell these names aloud in Spanish, and google them to answer these questions. Work with two classmates. Your instructor can help you!

• San Antonio de Valero
• Misión San José
• Rancho de las Cabras
• José María de León Hernández (“Little Joe”)
• Antonio Gil Ibarvo
• El Camino Real
• El Paseo de Santa Ángela
• Casa Navarro
• Misión del Espíritu Santo
• Segundo Barrio

Paso 2. What other names do you guys know? Find five more Spanish names that are important in Texas or your state’s past/present. Spell the names and be ready to tell the class more about the names you’ve found.

Práctica individual

Now it’s time to learn about the diversity of the Spanish-speaking world:

• Introducción comunicativa
• Hablemos más: Saludamos
• Hablemos de gramática: Estructura 1
• Y después… Uso, forma y cultura: ¡Hola! ¿Cómo estás?
• Más comunicación: Hay y los números del 0 al 30
• Hablemos de gramática: Estructura 2
• Hablemos de cultura: El español y sus protagonistas
• Más comunicación: Las expresiones de la clase
• Para terminar… ¡A escuchar!
• Para terminar… Lectura
• Para terminar… ¡Conversemos!
• Antes de partir…
• Hablemos más: Las clases en la universidad
• Y después… Uso, forma y cultura: Los materiales de estudio/Los útiles escolares
• Hablemos de cultura: México
• Más comunicación: ¿Cuándo? La hora y los días de la semana
• Trayectos hispanos: Educadores
• Para terminar… Cartelera
• Para terminar… ¡Conversemos!
• Para terminar… Proyecto digital
• Hablemos más: La familia
• Y después… Uso, forma y cultura: El Día de la Madre
• Más comunicación: Las nacionalidades
• Hablemos de cultura: Colombia
• Más comunicación: los números 30 a 100
• Trayectos hispanos: Visiones artísticas de la familia
• Para terminar… Proyecto digital
• Hablemos más: Las casas
• Y después…Uso, forma y cultura: Las casas ecológicas
• Más comunicación: Las tareas de la casa
• Trayectos hispanos: El activismo en los espacios urbanos
• Más comunicación: Los números de 100 a 1.000.000
• Hablemos de cultura: España
• Más comunicación: Expresiones con el verbo “tener”
• Hablemos más: Los pasatiempos y las actividades
• Hablemos de cultura: Argentina
• Y después… Uso, forma y cultura: Rutinas paralelas
• Hablemos de gramática: Estructura 3
• Trayectos hispanos: La música y el arte contemporáneo
• Para terminar… Cartelera
• Para terminar… Lectura
• Hablemos más: La comida
• Más comunicación: En el restaurante
• Trayectos hispanos: Tradiciones y herencias culinarias
• Más comunicación: La ropa
• Hablemos de cultura: Perú
• Hablemos más: Las celebraciones
• Más comunicación: Más celebraciones
• Hablemos de cultura: Guatemala
• Y después… Uso, forma y cultura: El gordo de Navidad
• Trayectos hispanos: Año Nuevo en la comunidad hispana/latinx
• Antes de partir…
• El sueño de un hogar
• El activismo de los jóvenes
• La apropiación cultural del arte de los pueblos originarios
• El virus corona en las poblaciones marginalizadas
• Las mujeres garífunas y la lucha por su tierra
• La gastronomía solidaria
• El mundo tejano: Introduction of Hispanic Texas
• El mundo tejano: San Antonio
• El mundo tejano: Corpus Christi
• El mundo tejano: El Paso
• El mundo tejano: Austin
• El mundo tejano: Houston
• El mundo tejano: Las ciudades en la frontera
• Provide Feedback

Lección Preliminar

• El abecedario/el alfabeto - alphabet

The alphabet in Spanish looks similar to the alphabet in English, but definitely sounds different. Click on the "sidebar" links and listen as many times as you need to each letter in order to learn how to say them correctly. Remember, practice is key to learning a language!

Below you have a mnemonic device that will help you remember the vowel sounds. This is a saying used by many native and non-native speakers to help in learning the sounds. Our version has been adapted to meet our needs.

Click below to hear this "memory tool".

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Assignment: Alfabeto 

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More Resources

The Alphabet

Spanish about.com: Pronouncing the Vowels in Spanish

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Spanish Teachers Sharing Ideas

Spanish Alphabet Activities

Although many Spanish teachers don’t spend a lot of time on it, Spanish alphabet activities are a great way to create a strong foundation for spelling, writing, and correct pronunciation.  If your students know the letters well, you’ll be able to spell out words for them and they’ll be able to communicate and write more easily.

This post will: 1. Explain how the Spanish alphabet has changed recently 2. Demonstrate how to teach your students to pronounce the RR sound 3. Share Spanish alphabet activities and helpful resources

Did you know that the Spanish alphabet isn’t something that is set in stone?  The letters in the alphabet have changed a few times in the recent past – living language in action.  First, let’s take a look at some of the changes, and then we’ll get to helpful Spanish alphabet activities for the class.

What are the official letters of the Spanish alphabet?

In 2010, the Real Academia Española, removed the letters ch and ll from the official alphabet , leaving 27 official letters in the Spanish alphabet, A-Z, and the letter ñ.

The Reasoning Behind It: These double letters ch and ll are formed by combining 2 already existing letters of the alphabet and thus are considered diagraphs.

Was RR ever an official letter of the alphabet?

Although many people think RR was an official letter, according to some sources, it hasn’t been included in the official alphabet since the 1800s.

The Reasoning Behind It:   There aren’t any words that start with RR so when you create a dictionary, there isn’t a spot for words starting with RR.

What is the new pronunciation of the V, W, and Y in the Spanish alphabet?

In 2010, the RAE changed the pronunciation of V to uve (oo-vay), W to uve doble (oo-vay doh-blay), and Y to ye (yay).

The Reasoning Behind It: The RAE wanted to standardize the pronunciation of these letters across all the Spanish-speaking countries.  At the time, it was a recommendation and the other pronunciations weren’t considered wrong but the RAE expected teachers to start using the new official alphabet.

Taking a few extra minutes to make sure that your students have mastered the alphabet will pay off in the long run.  As teachers, it’s so easy to teach something and then move on too quickly.  You might notice the effects of this in Spanish 2 when students come back after the summer and don’t remember how to say numbers or communicate in basic sentences.

I find it helpful to focus less on curriculum and more on mastery (learning a concept so that you remember it for the rest of your life).  Here are some Spanish alphabet activities to help with mastery.

1.  Learn an alphabet song.

Here’s a great version from José Luis-Orozco . Listen to just the first minute because, after that, he sings the alphabet in English.  Have students listen for the 2 letters that he doesn’t say correctly.  It’s V and W.  He says vay and doble oo, but instead of oo-vay and oo-vay doble.  Still a great song though.

Variation:   Learn the rhythm of how he sings the alphabet and then sing it on your own with your students.

2.  Teach the individual letters and spend extra time on vowels (a, e, i, o, u).

Either write all the letters on the board or use letter flashcards to practice.  Point to a letter or hold one up and have students say what it is.  Practice the vowels until your students know them cold.  Grab a free deck of Spanish Alphabet Boom Cards (includes a Getting Started with Boom Cheat Sheet) – perfect for learning the letter sounds.  Boom Cards are digital and self-correcting – my favorite new language learning tool.

You might like to try Spanish alphabet interactive notebook flashcards that stay in your students’ notebooks all year long.  They love flipping the flashcards to study.  Say a letter and have students point to it on their flashcards.  Ask students to find one word in Spanish for each letter of the alphabet.  The word should begin with that letter.  Ex.  A. arte B. barco

Around the World Review Game: Students sit at their desks in rows.  One student stands up by the first student and desk.  You hold up a letter and the student who says it first (out of the pair of students) wins and gets to move to the next desk.  Whoever loses, sits down at that desk.  The goal of the game is to make it all the way around the room and back to your original desk.

3.  Say a word in Spanish and students practice spelling it. 

Because Spanish is such a phonetic language, if students know the vowel and consonant sounds, they should be able to hear a word and spell it.  This is a good time to introduce the ll and RR sounds and c and g sounds with vowels.

In addition, tell students that h’s on the beginning of words are silent (hola, hospital) and that it can be tricky to tell the difference between c, s, and z.  I let them know that they’ll learn that skill over time.  Even after a little practice of saying a word and spelling it, they’re able to spell almost anything in Spanish.  Such a helpful skill for the future and will save you a lot of time grading incorrectly spelled words!  Less grading makes teachers happy!

When c and g are with a, o, or u they have a hard sound, ca, co, ga, go.  Ex. carro, coche, culebra, gato, tengo, guante. Exception:  If g is followed by ü, then it is soft and makes a gwah sound.  Ex. bilingüe.

When c and g are with e, i, they make a soft sound.  ce, ci, ge, gi  Ex.  cero, cerca, gente, girafa

Not sure how to teach students to pronounce RR?  

This method worked well with my students.  I learned French as my second language and realized that the r sound in French is the beginning of the RR sound in Spanish.  I have students say the French word, “parler”(to speak) with the throaty r sound.  Once they can do this, I have them practice saying “perro” until they get it.  It works pretty well.

And here’s an additional RR helpful practice activity (listening and speaking).

4. Spell words and have students write the letters as you say them.

Pick simple words or cognates and spell them out letter by letter.  Students write the letters and raise their hands once they figure out what the word is.  Keep going until you’ve finished the word.

Personally, I like to use Spanish Alphabet Boom Cards for this type of activity because they can go at their own pace and listen as many times as they’d like.  Plus they’re self-correcting so you can work on other things while students are doing the activities.  Another option is to use them as a homework assignment for review or future Spanish sub plans.

5.  Spell Words Individually or in Groups of 2

Have students practice spelling their first and last names, the names of their friends, the city where they live, their favorite activity, any words that they see around the classroom.  Additionally, as an in-class assignment, for homework, or as a quiz, have them look at a book and “read” the page (read each letter of each word on the page).  If you’re doing this as a quiz, have them record themselves “reading” a paragraph from a book.

6.  Play Ball with the Alphabet

Divide students into groups of 4-5 and give each group a large, squishy ball.  Write 10-20 words on cards (or just say them) and the students in each circle take turns spelling the word by saying a letter and passing the ball to the next person.

7.  Daily or Weekly Dictation

Solidify the letters, sounds, and alphabet by taking a few minutes of class each day (during the first few weeks) or once a week for a short dictation.  Read (or make a recording) of 3-4 sentences and have students write them down.  Great listening and spelling practice to incorporate and review all that they’ve learned.

These Spanish alphabet activities will help your students master the alphabet and their spelling, writing, and pronunciation will be better all year long!  We’d love to hear about any other Spanish alphabet activities that you do with your students.    Please share your ideas in the comments section of this post.

Want more ideas for back-to-school topics for Spanish 1?  Check out these additional posts for teaching:  numbers , time , and verbs like gustar .

Happy Teaching! ~Sherry

World Language Cafe by Sherry Sebesta

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I love this blog as it really helps me out to understand the spanish alphabets because i need to study in spanish for my college assignment and i was really confuse until I read this blog. Educating your students on the alphabet is one of the most important things you can do, as it is the foundation for reading and writing.

Thank you. This is helpful. I struggle for students to remember the alphabet. This is very helpful. I would ask if you teach the pronunciation and names at the same or different times. I am excited to use this in Class

I teach them at the same time. We learn the alphabet and the talk about the sounds and I spell out words as they write the letters.

You mentioned a song by José Luis-Orozco and how he said some words incorrectly. There are different ways to say different letters. Just like the Z in Spanish can sound like Zee or Zed. I learned W as doble vay. Most alphabets I’ve seen online note different ways also. Thanks for sharing the activities. I loved them.

With all respect, the letters’ pronunciation ending in “ay” such as B(“bay”), C (“say”), D (“day”)and all of these is NOT correct. The letter e in Spanish does not sound like “ay”; it is a short sound “eh” as in elephant. Therefore, the pronunciation for the letters B is “beh”, C is “seh”, D is “deh”, and the rest of those ending in e the sound is “eh”. About N “en-neh”, ” Ñ “en-nyeh”, etc. V and W used to be “veh” and “doble veh”, and yes now they have been changed to “oo-veh” and “oo-veh-doh-bleh” by RAE. X is “eh-keys”, Y es “yeh” again there is no sound “ay”. I hope this helps and you fix it.

Thanks for writing. This is the pronunciation of the letters of the alphabet, not the sounds of the letters in words. For example, how you say them when you sing the alphabet song.

I strongly agree with Alejandra. Nothing to do with the sound; the sound of B is beh, beh will never sound as bay; same for the other letters that she pointed out. When you sing the alphabet in Spanish you will not pronounce them as they appear in the chart.

I spoke with a native Spanish speaker to figure out what was going on. In English, the closest sound for the letter b is bay, but as a Spanish speaker it would be more like beh (which to a native English speaker sounds like more like buh (not exactly), but that’s the closest I can get in writing. The eh makes a different sound to a native Spanish speaker speaking English than to a native English speaker reading it. This would make us say the sound incorrectly. I noticed with native many native Spanish speakers who say day that they make the y longer. I think that’s where the confusion is coming from.

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1.2.2: Práctica- El alfabeto (el abecedario)

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¿Qué vas a aprender?

This assignment is going to help you practice the Spanish alphabets . This is a drill exercise with immediate auto-grading. The purpose is for you to become familiar with this particular material. Once you have obtained the desired score, follow on the instructions on how to capture your answer and submit your completion of the activities in a pdf file or as an image file (details below). The instructor will grade this assignment manually. 

¿Qué vas a hacer?

• Read and become familiar with the Spanish Alphabets before attempting this assignment.
• Fill the blank spaces with the appropriate answer
• Do one section at the time and check your answer by clicking "check"
• If you get any answers wrong, place your cursor there and provide the correct answer.
• Click on check one more time.
• Each section has an assigned number of points. The purpose is to obtain a perfect score.
• Once you are done with all the section, follow the instructions (provided below) to save it as pdf file or as image file (take screenshots) to submit this assignment. 

**Follow these instructions on how to print this page as PDF file

To print webpage, using safari on mac:.

• Click on the "Reader button" in the URL bar at the top of Safari window. Note: It looks like four horizontal lines, and it is positioned just to the left of the URL bar.
• Click on the Safari "File" Menu, then click the "Export as PDF" option.
• Then rename the file in "Export As" (use the title of the assignment plus your first and last name , example: "Title of this assignment" _your first&last name ), and click "Save"to save webpage as PDF on mac.

To print webpage, using Chrome on PC:

• Select the Chrome Menu button ("vertical three dots"), located in the upper-right corner of the browser window, and represented by three vertically-aligned dots.
• When the drop-down menu appears, select "Print".
• In the Chrome Print dialogue box, go to the Destination section, and select "Save as PDF" (instead of the printers available)
• Select "Save" and choose the location on your computer/laptop where you would like to save the PDF file. For the file name, use the title of the assignment plus your first and last name ( example: Title of this assignment"_your first&last name ).

Take screenshots of this page after completion:

If the above methods do not work for you, you can take screenshots (as many as needed) for this assignment and submit them as jpg, or png (saved by number in the chronological sequence of the activities).

The alphabet

Now that you have reviewed the information about the alphabet , complete the following activities.

Actividades

Practice Spanish words and sounds as you listen to the audio recording. Write down the words you hear.

Figure \(\PageIndex{1.2.1.1}\): Spanish Alphabets 1. ( CC-BY-NC 4.0 ; Hsing Ho via YouTube )

Figure \(\PageIndex{1.2.1.2}\): Spanish Alphabets 2. ( CC-BY-NC 4.0 ; Hsing Ho via YouTube )

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• Resource Library
• Intro to Spanish
• Spanish Alphabet

Google Document

El alfabeto.

The English and Spanish alphabet have a lot of similarities.  They share the same letters, just different sounds.  It is important to learn the Spanish alphabet and its sounds so you can read and write Spanish easily.

ACTFL Standards

Communication: Interpersonal Communication, Interpretive Communication

Cultures: Relating Cultural Practices to Perspectives:

Connections: Acquiring Information and Diverse Perspectives

Learning Target

I can copy the letters of the alphabet.

Habits of Mind

Thinking and communicating with clarity and precision

Critical Thinking Skill

Construct Meaning

Introductory warm-up activity.

How do you spell...?  In this seminar you will be able to answer this question and use your new knowledge of the Spanish alphabet.  The Spanish alphabet has some distinct letters that you will learn about too! Listen to this rap , can you pick out the letters that are different?

Vocabulary List here .

Read and watch the resources to learn about this concept, then do the practice activity.

Explore More

Learn about the Mayan culture and their alphabet .

• Spanish Alphabet Song

Directions:

Based on what you learned in the Explore and Engage sections of this Seminar, answer the following prompt.

Now that you have learned about the Spanish alphabet, what are you expectations or interests about learning another language?

Now it is time to self-check how much you have learned about the this topic.  If you do not know as much as you thought, go back to the “Explore” section of this seminar and reread, rewatch, or redo the activities listed.  See your facilitator if you have questions.

Remember to make a copy of the quiz!  Click here to access quiz questions.

This is a task or project where you can show what you know.

Locate a capital of a Spanish-speaking country that you are interested in.  Write the name of the capital and country using letters and the phonetic spelling.  For example (you may not use this one): Madrid, España. Eme-a-de-ere-i-de, E-ese-pe-a-eñe-a Share a picture of a famous monument or location in that city as well.  Identify the name of the location as well. You may complete the assignment in a word document and upload it. Be careful with your phonetic spelling!

Complete this wrap-up activity where you reflect on your learning. 

1. Write a reflection essay answering the following questions:

How well do you think you know the Spanish alphabet?  Is it easy or hard to remember?  Why or why not?  Do songs make it easier to learn?  Share a link to a Spanish alphabet song that you think is very helpful.

2. Post an Artifact.

Include an artifact(s) that contains specific experiences, readings, assignments, or discussions in this course that supports your point.

What did you learn by creating this artifact? Be specific.

How did this artifact and other course elements help you reach it? Be specific.