IB Profile Units Learn Spanish through music

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ab Initio Unit: Educación

This unit is perfect for making connections to the rest of the themes in your ab Initio course.
For example, we can talk or connect education and sports, global issues, time, geography, physical descriptions, character, nationalities, etc.

We learn about education in Spanish through a Power Point. This is our main document with links to activities, questions, visuals, etc.
It is advisable to start introducing, at least, some vocabulary related to the unit, for that, you can use the flashcards below:




Quiz on education concepts:
Presentations:




  • Education: 
    • La escuela [pdf]
    • ¿Qué hora es? [pdf]
    • ¿A qué hora es? [pdf]

















Activities:



Remember that for learning to happen we need attention, we need your attention. In order to boost up your attention you might want to connect any topic you are studying to personal experiences, beliefs, find practical applications, share it with your family, talk with your friends about what you are currently learning, find a buddy that can explain what you don't understand, etc.

Education is a journey not a race
Steiner


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It happened in 2016 / Speaking activity: Castellers

This activity has been designed for my Spanish students, therefore most of the responses will be in Spanish and focused in the IB exam format.
Activity:
1.- Look at the image in this post and describe the scene [be as specific as you can, to the detail]
2.- Mention the topic this image is related to and justify it
3.- Give your personal point of view
4.- Develop your ideas and don't forget about supporting details 
5.- End with a personal reflection
Think about these three questions, they can help you develop your ideas:

  • What's going on in this picture? / ¿Qué está pasando en esta foto?
  • What do you see that makes you say that? / ¿En qué te apoyas para decir eso?
  • Do you find any connection to your own culture? / ¿Encuentras alguna conexión con tu propia cultura?













Then, join the conversation by posting comments below and responding to the comments of others. Your teacher can give you personalized feedback replying to your comments below.


Context information for the image:
Castellers de Vilafranca form a human tower called "castell" during a biannual competition in Tarragona city, Spain.
Image's source: 
Website: Reuters
Photographer: Albert Gea
Location: Tarragona, Spain.
Date: October 2, 2016.

Relax and learn!

Related links:
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Writing visual activities to get started with paper 2 in ab Initio

We, teachers, know that abInitio is a tough course and we are always looking for new ways of helping our students to rush through the syllabus. 
I found this activity great to help my students to develop their writing skills at the very beginning, scaffolding them with visuals to come up with a story. But also works great with more advanced students to help them develop more creativity in their tasks.

Remember that is also crucial that all your writing activities involve text types format, as it is taking into account when it comes to grading.


Ab Initio paper 2 resources
El individuo y la sociedad
Trabajo y ocio
El medio urbano y rural
Cuestiones globales
Datos personales, apariencia y carácter
Geografía física
Medios de comunicación
La ciudad y sus servicios
Relaciones
Tiempo meteorológico
Salud física

All images used are from http://publicdomainvectors.org/, if you are looking for free images to use in your classes, I highly recommend this site, it is awesome!


Too often we give children answers to remember
rather than problems to solve
Roger Lewin

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It happened in 2016 / Speaking activity: A house built on bombs

This activity has been designed for my Spanish students, therefore most of the responses will be in Spanish and focused in the IB exam format.
Activity:
1.- Look at the image in this post and describe the scene [be as specific as you can, to the detail]
2.- Mention the topic this image is related to and justify it
3.- Give your personal point of view
4.- Develop your ideas and don't forget about supporting details 
5.- End with a personal reflection
Think about these three questions, they can help you develop your ideas:

  • What's going on in this picture? / ¿Qué está pasando en esta foto?
  • What do you see that makes you say that? / ¿En qué te apoyas para decir eso?
  • Do you find any connection to your own culture? / ¿Encuentras alguna conexión con tu propia cultura?










Then, join the conversation by posting comments below and responding to the comments of others. Your teacher can give you personalized feedback replying to your comments below.

Context information for the image:
A boy stands in front of a house built on bombs dropped by the U.S. Air Force planes during the Vietnam War.
Image's source: 
Website: Reuters
Photographer: Jorge Silva
Location: Ban Napia in Xieng Khouang province, Laos.
Date: September 5, 2016.

Relax and learn!

Related links:
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Type of texts: La postal

A straight definition easy to internalize could be: a postcard is a small letter. A brief (because we don't have space) letter we send to someone.
The main idea we need to keep in mind all the time when writing a postcard is optimizing the space we have.
Usually we send postcards (or sent?) when we travel somewhere and we want somebody we know to experience some of our adventures.
To write the date is optional, some people do it, others don't, but if you write the date make sure you comply with the main feature of postcards: optimize the space and you don't have much! so, write the date in numbers, but remember that in Spanish we follow the format: Day/Month/Year. 
Find below some important features to keep in mind when writing your postcard:

  • informal language [tú,vosotros]
  • greeting and farewell [also informal]: Hola gente! / Hola a todos!
  • Short message / straight ideas / sentences: usually mention something about your trip, some food you had...








Remember that to know the type of text you are writing and the main features is essential to score highly in your paper 2, and that is going to be a 25% of your final score. 

External resources:
Teachers open the door,
but you must enter by yourself
Chinese proverb
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Speaking activities: Niños fumando

This activity has been designed for my Spanish students, therefore most of the responses will be in Spanish and focused in the IB exam format.

Activity:

1.- Look at the image in this post and describe the scene [be as specific as you can, to the detail]
2.- Mention the topic this image is related to and justify it
3.- Give your personal point of view
4.- Develop your ideas and don't forget about supporting details 
5.- End with a personal reflection

Think about these three questions, they can help you develop your ideas:

  • What's going on in this picture? / ¿Qué está pasando en esta foto?
  • What do you see that makes you say that? / ¿En qué te apoyas para decir eso?
  • Do you find any connection to your own culture? / ¿Encuentras alguna conexión con tu propia cultura?






Then, join the conversation by posting comments below and responding to the comments of others. Your teacher can give you personalized feedback replying to your comments below.

Enjoy!

Context information for the image:
You can see kids smoking, they are chatting out of St Louis Times, the newspaper they worked for, in 1910.

Related links:


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It happened in 2016 / Speaking activity: Air Force One approaching to La Habana

This activity has been designed for my Spanish students, therefore most of the responses will be in Spanish and focused in the IB exam format.
Activity:
1.- Look at the image in this post and describe the scene [be as specific as you can, to the detail]
2.- Mention the topic this image is related to and justify it
3.- Give your personal point of view
4.- Develop your ideas and don't forget about supporting details 
5.- End with a personal reflection
Think about these three questions, they can help you develop your ideas:

  • What's going on in this picture? / ¿Qué está pasando en esta foto?
  • What do you see that makes you say that? / ¿En qué te apoyas para decir eso?
  • Do you find any connection to your own culture? / ¿Encuentras alguna conexión con tu propia cultura?











Then, join the conversation by posting comments below and responding to the comments of others. Your teacher can give you personalized feedback replying to your comments below.

Context information for the image:
Air Force One carrying U.S. President Barack Obama and his family flies over a neighborhood of Havana as it approaches the runway to land at Havana's airport.
Image's source: 
Website: Reuters
Photographer: Alberto Reyes
Location: La Habana, Cuba.
Date: Monday, March 21, 2016. 

Relax and learn!

Related links:
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Encuentros multiculturales: Pedir la vez o a la vez

La multiculturalidad o interculturalidad es un concepto que nosotros, como profesores (aún más los que nos trabajamos en escuelas internacionales) tenemos la oportunidad de compartir con nuestros estudiantes. Abrirles una puerta al mundo, a como funciona, lo diferentes que somos, como nos podemos comprender mejor...
Esta historia la encontré en Acuerdo Intercultural y me pareció fantástica para ayudar a mis estudiantes a comprender un poco mejor como algo tan rutinario y simple como hacer la compra se puede convertir en algo muy complicado si no sabes las normas culturales y los comportamientos sociales que usa la gente.
Como actividad te propongo que leas el texto y respondas a las preguntas a continuación, si quieres puedes encontrar el pdf aquí.



Pedir la vez o a la vez

Cuando llegué a Madrid me sentí muy desubicada porque muchas cosas funcionan de manera diferente que en mi país. Soy de origen Latinoamericano. Para dar un ejemplo, debo mencionar que la primera vez que fui a un supermercado a hacer la compra me encontré con que una mujer mayor me dijo al verme a su lado, y con cara muy seria: “pida la vez”. Yo en mi vida había escuchado aquello que ella decía, no sabía a qué se refería. Así que intenté intuir lo que era, pero no tuve suerte.  Esperé a que terminara de pedir lo suyo: 100 gramos de mortadela, 250 de chóped, y cuando se calló, yo grite: “y un pollo”, porque pensé, aunque me pareció muy raro que se hiciera así, que pedir la vez podría significar -pedir a la vez con ella-.  Al mismo tiempo.
No creo que tenga que decir con qué cara se giró y me miró. Ni tampoco como me sentí de torpe en ese momento. Tanto que durante varios días estuve dudando acerca de la manera como tenía que empezar a solicitar las cosas en los establecimientos comerciales madrileños si quería conseguir ser entendida. También me invadió por varias semanas la añoranza por la forma diferente como se hacen las solicitudes en el lugar de donde yo vengo. Y no porque allí no exista el turno. Sino porque él mismo lo decide, por lo general, el tendero, según vea las características personales del comprador. Por ejemplo, le otorga la prioridad a personas de la tercera edad, menores, mujeres embarazadas, etc. Y los demás entendemos su proceder porque sabemos que se trata de asuntos de solidaridad, y no de orden de llegada.
Myriam






Preguntas

1. ¿Qué dos culturas están enfrentadas?
2. ¿Qué comprendió Miryam cuando la señora le dijo “pida la vez”? ¿Y qué hizo? ¿Cómo reaccionó la señora?
3. ¿Cómo se sintió Myriam?
4. Piensa por un momento que en lugar de haber cometido un error intercultural, hubiera cometido un error gramatical. ¿Las consecuencias habrían sido las mismas tanto por parte de Myriam como por parte de la señora o de los presentes en la tienda?
5. A continuación, los alumnos tendrán que reflexionar ayudándose del texto acerca de cómo funciona el mecanismo de guardar el turno en algunos lugares de Latinoamérica.
6. Ahora piensa en tu sociedad en general, ¿cómo actúa en un caso similar?¿En tu país, se pide la vez para hacer la cola? ¿Es el dependiente quién decide el turno? ¿Cómo funciona?

Basándote en el texto, completa el cuadro siguiente, indicando a quién o a qué se refieren las palabras subrayadas.
En las expresiones...
la palabra...
se refiere a...
7. me dijo al verme a su lado...
“su”
. . . . . . . . . . . . . . . . . . . . . . .
8. los demás entendemos su proceder ...
“su”
. . . . . . . . . . . . . . . . . . . . . . . . . .
9. le otorga la prioridad...
“le”
. . . . . . . . . . . . . . . . . . . . . . . . . .
10. el mismo lo decide...
“lo”
. . . . . . . . . . . . . . . . . . . . . . . . . .


11. Resume el texto en 20 palabras máximo:
12. ¿Qué tipo de texto es este? Enumera al menos dos características y explica porqué te has decantado por un tipo de texto y no por otro.

Source: http://www.acuerdointercultural.org/content/view/22/37/

Get the pdf here!

En todas las tierras sale el sol al amanecer
George Herbert
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It happened in 2016 / Speaking activity: Coexistence

This activity has been designed for my Spanish students, therefore most of the responses will be in Spanish and focused in the IB exam format.
Activity:
1.- Look at the image in this post and describe the scene [be as specific as you can, to the detail]
2.- Mention the topic this image is related to and justify it
3.- Give your personal point of view
4.- Develop your ideas and don't forget about supporting details 
5.- End with a personal reflection
Think about these three questions, they can help you develop your ideas:

  • What's going on in this picture? / ¿Qué está pasando en esta foto?
  • What do you see that makes you say that? / ¿En qué te apoyas para decir eso?
  • Do you find any connection to your own culture? / ¿Encuentras alguna conexión con tu propia cultura?







Then, join the conversation by posting comments below and responding to the comments of others. Your teacher can give you personalized feedback replying to your comments below.
Context information for the image:
A Muslim woman wearing a Hijab stands in the waters in the Mediterranean Sea as an Israeli stands nearby on the beach in Tel Aviv, Israel.
Image's source: 
Website: Reuters
Photographer: Baz Ratner
Location: Tel Aviv, Israel.
Date: Tuesday, August 23, 2016.

Relax and learn!

Related links:
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IB Profile in Spanish: Informados e instruidos

Another masterpiece from my students, thanks Amelia and Guillermo!
In this case my students explored the concept Knowledgeable in Spanish through four main activities:
  1. Making a poster that represents the concept
  2. Find a celebrity that models this attribute with her/his behaviour, way of living...
  3. Define the attribute with their own words, so they can internalize the meaning of it and incorporate it to their vocabulary range.
  4. Find an example in class, somebody that represents this concept.
As always, they excelled beyond my expectations and the result is this great poster that now you can benefit from to learn in your class.

Activity/Idea to work the IB Profile in your class:

  • Sequence:
  1. Break the concept down into ideas
  2. Give examples using patterns.
1. Break the concept down into ideas and have your ideas in different lines [to differentiate them visually] like this:
Ser una persona informada e instruida es:
- explorar conceptos
- explorar ideas
- interesarse por las noticias locales y mundiales
- adquirir conocimientos
- profundizar en el conocimiento
- conocer muchas disciplinas/asignaturas

2. Giving patterns to your students to give examples:
  1. [Nombre del estudiante] es informado/instruido porque __[idea]________
  2. [Nombre del alumno] es una persona informada/instruida. Lo demuestra + [verbo en gerundio -ando - iendo] ___[idea]_____
Adding more ideas:
  1. [idea] y [idea]
  2. [idea] también [idea]
Example:
Arjun es una persona informada porque explora nuevas ideas y profundiza en el conocimiento en varias disciplinas. 








Thanks again to Amelia and Guillermo ;)



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