For Spanish teachers

Turn Dominican audio clips into ready-to-use lessons.

Create listening lessons, worksheets, and shareable student practice from real Dominican Spanish clips.

How it works

Four steps from raw audio to classroom-ready material.

Step 1

Decode an audio clip

Upload or record Dominican Spanish audio. Get transcript, chunks, and pattern labels instantly.

Step 2

Create a lesson

Add teacher notes, comprehension questions, and cultural context around the clip.

Step 3

Generate a worksheet

Auto-build a printable worksheet with instructions, questions, and reflection space.

Step 4

Share or print for students

Generate a public link for students or print the worksheet for the classroom.

Who it is for

Built for educators teaching real-world Spanish.

Spanish teachers
Independent tutors
Online language coaches
Teachers working with Dominican Spanish, Caribbean Spanish, or real-world listening practice

Demo Lessons

Preview three sample Dominican Spanish lessons to see how Teacher Mode works.

Demo Lesson

Understanding “¿Qué lo qué?”

Dominican Street Greeting

“¿Qué lo qué?” (often written “¿Klk?”) is one of the most iconic Dominican informal greetings. It functions like “What’s up?” and is used between friends, family, and peers — never in formal contexts. Culturally, it signals closeness and Dominican identity. Responses are usually short and casual: “Na’, tranquilo”, “To’ bien”, or “Aquí en la lucha”.

Demo Lesson

Ordering at a Colmado

“Dame una fría”

A “colmado” is a neighborhood corner store — central to Dominican daily life. Customers use very informal speech with the “colmadero”. “Una fría” literally means “a cold one” and refers to a cold beer (usually Presidente). “Manín” is a friendly term for a male peer. Notice how requests skip “por favor” without being rude — tone and familiarity do the work.

Demo Lesson

Dominican Pronunciation: Dropped S

Fast Dominican Speech

A defining feature of Dominican Spanish is the weakening or full deletion of /s/ at the end of syllables and words. “Comiste” → “comite”, “estoy” → “toy”, “los muchachos” → “lo muchacho”, “pues” → “pue’”, “vamos” → “vamo’”. This is not “bad Spanish” — it’s a consistent phonological pattern. Students need to train their ear to recover the missing /s/ from context, plurals, and verb conjugations.

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