Luna profe: IA Spanish ab initio

This is a perfect unit to work on your Individual Oral and your Paper 2. Precisely, a diary and a postcard are two text types that are naturally connected to this topic.

Holidays are linked to joy, entertainment, family, friends, geography, transports, etc.
Don't miss out on the opportunity of making connections to your other units.

It is also a good chance to work on past and future tenses or to talk about your dreamed vacation and use the conditional.

Actividades en línea

Preposiciones

Expresar deseo

More resources:

Essential questions [pdf]
Vacaciones en San José [pdf]
La navidad en España [pdf]
Un viaje interactivo a España [Webquest]
Ab Initio Unit: Entertainment [web[

Lunaprofe 10/20/2017 2 comments

ab Initio Internal Assessment: Educación

I am working on getting these activities on paper [just for schools] as a part of a personal social project I want to start as well, but in the meantime I am just putting everything together here. Enjoy!

Instructions:
1.- Observe the image
2.- Answer the questions in the space provided
3.- At the end of the presentation click on "exportar el texto", a .doc file will download to your computer with the questions and your answers
4.- Turn it in to your teacher
5.- Read his feedback carefully
6.- Come up with an action plan to improve and set a specific goal and time to review your progress
7.- Review your progress

Please, if you find a minute, give me some feedback in the comments. It is really useful.

Sharing education,

sharing a book...

that's what changes the world

Brad Meltzer

Lunaprofe 3/28/2017 2 comments

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.