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IB Spanish Text types: Diario personal

A personal diary is a straight type of text. Is something you write to express your feelings, emotions, daily adventures... so keep in mind that our first goal writing a diary is expressing ourselves.
To read the full document click here

Make sure you:
  • include a greeting, date, time or a reference that permits to identify your writing as a diary. Examples: Querido diario / Buenos días,tardes,noches diario mío/...
  • write it with a subjective tone, be spontaneous 
  • language register: informal [never use "usted", always "tú"] 
  • write it in the first person [yo], you don't want to seem a narcissist talking about yourself in the third person... 
  • include an informal "bye-bye" like "chao", "hasta la vista", "esto es todo por hoy" ...
  • use rhetorical questions, like you were talking to yourself ;)
This one might be used as example. Click here to get the pdf:


 19 de marzo de 2016                                        22:53

Buenas noches diario mío:

Aunque es tarde no tengo sueño, no puedo dormir porque mañana tengo un examen muy importante y tampoco puedo estudiar más, la cabeza me va a estallar. Así que he decidido contarte un poco mis pensamientos.

Este examen es muy importante para mí, si no lo apruebo todo el trabajo de todo el semestre no valdrá para nada pero ahora las dudas me invaden y no estoy segura de mi misma. Mi profe siempre dice que lo mejor es descansar la noche anterior, dormir bien, desayunar bien y alejarse de las personas negativas antes del examen. También dice que es buena idea escuchar música que te guste justo antes del examen para relajarte y despejar la mente. 

Lo más difícil es alejarse de las personas negativas porque María, ya sabes, mi mejor amiga, siempre está muy nerviosa antes de los exámenes y me pone nerviosa a mí también, pero es mi mejor amiga. Así que estoy hecha un lío, no sé qué hacer mañana por la mañana.

Bueno, me acuesto ya para estar descansada mañana por la mañana. Ya te contaré que he hecho al final con María.

Hasta mañana,

Lucía

Resources:

Don't make fun of somebody mispronouncing a word.
It means he/she learnt it by reading.
Anonymous
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Los pronombres complemento (I)


A mí me encanta dibujar, por lo que supuse que mis alumnos también disfrutarían dibujando cosas. No soy nada bueno, con lo que además de visualizar los conceptos mis alumnos se ríen un rato. Así que empezamos a dibujar en clase y los resultados son excelentes (en algunos casos). 

De todos modos, brindar la oportunidad de procesar a través de un dibujo un concepto gramatical a un alumno es una gran experiencia en tanto que plasma su propia idea y nos permite visualizar como de madura está esta idea en nuestra clase.


Esta figura gramatical adquiere especial importancia si estás estudiando el programa del Diploma, puesto que siempre aparece un ejercicio basado en este tipo de pronombres en la prueba 1, tanto en el nivel ab Initio como en el nivel medio.

Actividad 1
Después de usar la segunda imagen que adjuntamos ya sabemos que podemos preguntarle a la oración: ¿qué? para descubrir el CD [lo/la] o ¿quién? para descubrir el CI [le/les]. Ahora vamos a hacer una actividad para ver si lo hemos comprendido.




Actividad 2
Ahora que has organizado las oraciones, prueba a sustituir el CD y el CI por los pronombres complemento. 
Por ejemplo: 
Oración: Nuestra clase ganó el concurso. 
Pregunta: ¿Qué ganó nuestra clase?
Respuesta: el concurso.
Sustitución: Nuestra clase lo ganó.

Descárgate las imágenes en pdf aquí.

Actividad 3
Comprueba lo que has aprendido completando los huecos con pronombres complemento.


Quizás también quieras fisgar un poco por aquí:
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Spanish ab Initio Internal Assessment

*Updated for first exams 2020

We have been talking about the format of the IA for Spanish ab Initio and the requirements that have to be followed. Today I want to analyze a bit more this assessment from the teacher perspective based on the structure provided in the Subject Guide (below). One of the most important things experience has taught me is that you have to practice this type of exam. Don't use always the same questions but you can try using same topics, similar kind of questions...


Supervised preparation time
The students receives two previously unseen stimuli, each relating to a different theme from the course and selects one for the presentation.
Each visual stimulus must be labelled with the theme to which it relates (in Spanish).
15 minutes
Part 1: Presentation
The student describes the visual stimulus and relates it to the theme and the target culture(s).
(approximately) 1–2 minutes
Part 2: Follow-up discussion
The teacher engages the student on the presented theme, expanding on what  the student has provided in the presentation.
(approximately) 3–4 minutes
Part 3: General discussion
General conversation on at least one additional theme taken from the five themes. 
(approximately) 3–4 minutes

What can I do to help my students score the highest on this exam?


Part 1

Presentation (approx. 2 minutes)

If you are a teacher make sure your visual stimulus comply with the guide's requirements. An effective visual stimulus may be a photo, poster, illustration or and advertisement. Any language that naturally appears on the image should be minimal and must be in the target language:
  • is clearly relevant to one of the five themes in the course
  • is culturally relevant to the target language
  • offers opportunities for students to demonstrate their international-mindedness
  • offers sufficient visual text for students to describe a scene or situation
  • allows the student to offer a personal interpretation
  • enables the teacher to lead the student in a wider conversation
  • is relevant and of interest to the student's age group


The students must not see these stimuli prior to the examination.
The same five stimuli can be used for up to ten students sitting the examination. If there are more than ten students sitting the examination, two visual stimuli from each theme must be prepared. 
The following table provides an example of how the teacher may choose to distribute the visual stimuli to ensure that each student receives two stimuli, each relating to a different theme. Teachers may wish to have two copies of each stimulus available in the event that examination site arrangements require a student to be in the “supervised preparation” phase at the same time as a different student is sitting parts 1–3 of the examination.


Part 2

Follow-up discussion 
(approximately 3–4 minutes)

The teacher should then engage the student in conversation arising from the theme represent by the visual stimulus. This conversation should not be limited to a simple question and answer format.

We have to pay attention to the questions we make. Our questions should:

  • seek clarification or extension of observations made by the student in the presentation
  • invite the student to respond to ideas presented by both the visual stimulus and the teacher
  • encourage connections and comparisons with the student’s other cultural experiences
  • provide the student with opportunities to demonstrate his or her understanding and appreciation of the target language culture(s)
  • encourage the student to engage in authentic conversation to the best of his or her ability.
  • be open-ended questions in order to offer the student the opportunity for authentic engagement
  • Some questions or phrases we can use to make sure our questions are relevant are:
    • ¿Qué piensas sobre _____ ?
    • ¿Qué te parece ____ 
    • Desde tu punto de vista ____
    • ¿Cuál es tu opinión acerca de ____ ?

Part 3

A general discussion (approximately 3–4 minutes)

The teacher should signal that they are moving to the final section of the individual oral assessment in order to prepare the student for the change of theme. The teacher may use a phrase such as:
Let’s now talk about other things
We’ll now talk more generally.
I’d like to ask you some questions about other things.

In Spanish:
- Ahora vamos a hablar de otras cosas.
- Me gustaría hacerte algunas preguntas sobre otros temas.
- Permíteme que te haga algunas preguntas sobre otros temas.


This section lasts 3–4 minutes and should:

  • introduce at least one additional theme
  • seek clarification or extension of observations made by the student in relation to the additional theme(s) broached
  • invite the student to respond to ideas that arise in the general discussion
  • encourage connections and comparisons with the student’s other cultural experiences
  • provide the student with opportunities to demonstrate their understanding and appreciation of the target language culture(s)
  • encourage the student to engage in authentic conversation to the best of his or her ability
  • allow an assessment of the student’s interactive skills.

Have some dept budget? You might be interested in this ;)

Related links:
  • All you need to know about Spanish ab Initio [web]
  • Management of the Individual Oral [pdf]
  • Resources based on the IB format [web]
  • Rubrics for Spanish ab Initio [web]

What we learn with pleasure we never forget.
Alfred Mercier

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