Mr Luna is absent

Las personas que eligen=escogen=seleccionan sus decisiones son más independientes y autónomas.

Choose any one of the following activities to complete. They must be turned in by the end of class. Keep in mind that this choice board is used for all levels of Spanish – you have the same guidelines, but my expectations for the product you produce are much different.  If you’re in IB, don’t turn in something that a student in Spanish 1 could produce.  And if you’re in Spanish 1, don’t turn in something you could have done during the first week of school.

Crossword puzzle Create a crossword puzzle with 15 vocabulary words from the current unit. Clues must be in complete sentences in Spanish. Include both the finished puzzle and an answer key.	Comic Write and illustrate a 6-10 panel comic strip using at least seven current vocabulary words and three examples of the current topic. Highlight the vocabulary and grammar examples.	Flexible task Grab your computer and visit this link. Choose one task from here and attach it to an email to your teacher.	Song Choose a familiar tune and make a song based on your current grammar or vocabulary topic. Be prepared to either sing your song OR have someone else sing it to the class.	Flashcards Create a set of picture flashcards for at least 20 vocabulary words from your current unit. Write the vocabulary word on one side and draw an illustration of it in the other side. You may use notebook paper or make them on your computer.
Gameboard Come up with 15-20 questions based on the current vocabulary, grammar and/or cultural unit. Use the questions for your game board, include an answer key.	Scrabble Play Scrabble with 2-4 of your classmates using the set we have in class. Make sure you use words from the current vocabulary unit. If you don't know the rules for this game, flip the board over. Write down a paragraph telling your teacher what have you learnt.	Survey Create a survey based on your current unit. Interview at least half of the class and take notes on their responses. Then create a graph to summarize your classmates' answers to each question.	Journal Write an entry in your journal reflecting upon your current unit, an activity, a particular assignment, etc. what could you do better, what could be improved and make a personal connection. Use He + participio to express your ideas.	Kahoot Sign up clicking here and create a Kahoot based on your current unit/topic. Share it with your teacher and enjoy while the class is playing and you know all the answers ;)
Pen pal Write an email to a Spanish pen pal. Use more than 10 words from the current unit and 3 examples of the current grammar topic. Highlight vocabulary and grammar examples.	Interview Write ten questions using vocabulary words from the current unit. Interview two classmates and write down their answers. Please, write in complete sentences.	Writing Write a letter. Imagine you are writing to an Internet Manager from a company of your choice. You get tons of Spam and you want to complaint because of this. Greet him/her and explain your problem Express what do you would like to happen and why	Dialogue With a partner create a dialogue based on your current unit. Write at least ten lines per person. Remember to be accurate with punctuation. For instance, in Spanish we use two question marks: ¿ ... ?	Word search Create a word search with 10-20 vocabulary words from the current unit. Clues must be in complete sentences in Spanish or visuals. Include both the finished word search and an answer key
... ...	... ...	... ...	... ...	... ...

This choice board is just my own, but you can find multiple types and different content-based on the Internet.

If you like this idea, you may check this post about Flexible tasks / homework as well.

Share your knowledge. It is a way go achieve immortality

Dalai Lama

Lunaprofe 1/22/2018  No comment

El Condicional

The Conditional tense must be introduced to students in early stages, the CEFR places it in the A1,A2 level, that is an emergent communicator phase or beginners level. The expression possibilities that we are opening up for our students are very interesting. 

The theory is not really difficult is just adding endings to the infinitive and if you work with patterns or chunks it can be combined at early stages with some really difficult tenses such as subjunctive, as we do for instance in the Twitter activity in the presentation.

Education is no substitute for intelligence

Frank Herbert

Lunaprofe 1/08/2018  1 comment

Planificador para el trabajo escrito

El Trabajo escrito es una actividad muy importante en tu curso de español B. [Para Nivel Superior pincha aquí]La razón es que se te está pidiendo que seas independiente, que te comportes como un adulto, que investigues por tu cuenta un tema que te interesa. 
Todo está centrado en ti, en el estudiante, por eso tienes que aprovechar esta oportunidad para demostrar a todos que ya estás lista/o para dar un paso más, para llegar a la universidad y ser tratado con más autonomía. 
Con este objetivo te proponemos este planificador, para que te ayude a cubrir todos los pasos necesarios. Para que no olvides nada de lo necesario para tener mucho éxito con tu trabajo escrito.

Recuerda los requisitos más importantes:
- no desviarte de tus objetivos
- ideas claras y ejemplos o datos para apoyarlas
- número de palabras
- tipo de texto
- registro y audiencia

A través de este documento podrás planificar tu trabajo escrito siguiente todas las especificaciones del IBO con lo que te asegurarás de cumplir con todos los requisitos.	Enlaces interesantes:
	- Fundamentación - Criterios de evaluación - Trabajo escrito ab Initio - Text types - Rubrics for Spanish B - Rubrics for ab Initio

There is no elevator to success

You have to take the stairs
Anonymous 

Lunaprofe 5/03/2017  No comment

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:

• Activity on Almendra [blog]
• Text types [Luna]
• Prueba 2 [Spanish B]
• Prueba 2 [ab Initio]

Teachers open the door,

but you must enter by yourself

Chinese proverb

Lunaprofe 2/20/2017  2 comments

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.

2. 
   

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

Get the pdf here!

En todas las tierras sale el sol al amanecer

George Herbert

Lunaprofe 2/06/2017  No comment

El imperativo

What do we use "Imperativo" for? 
To command something to someone.

After you learn/review Imperativo try some writing using these writing prompts. Remember to read carefully the instructions first and then include all details required.

This topic can be covered at the very beginning of the school year. I actually do it pretty soon because I usually use it to teach my students how to come up with their own class rules in Spanish.
Along with this, we work with the song La flaca [Andrés Calamaro] to internalize these structures. These lyrics are formidable to work on Commands in Spanish. There is a very interesting packet available online to work along with the song [B1 CEFR]. The melody of this song is also very sticky and help the students memorize these forms. 
Activity: From this verse [below] Find the command forms in Spanish and tell me if they are affirmative or negative.

Flaca [Andrés Calamaro]

Aunque casi me equivoco y te digo poco a poco

no me mientas, no me digas la verdad

no te quedes callada, no levantes la voz

ni me pidas perdón.

Activity: Home connection.
Look at the image provided in this post. Those are personal reminders for me [Levántate, Sueña, Lucha...] think of your own personal and if you want/need private reminders write them down and put them up in your desk so when you are studying or doing something else you can always see them and remember your own personal goals.

Activity: try these conversation cards to practice your commands in Spanish, it is also funny to actually do what you are requested and that demonstrates comprehension.


There are also resources at the bottom of this post [in Resources] that will help you explain commands to your class, worksheets, visual activities... don't miss them out!

The activity ¡A los pasillos! is usually very attractive for the students because it includes a scavenger hunt and their own interpretation of an image, creativity. Give it a try and get back to me with your students impressions!

Some of most important irregularities when using commands in Spanish can be found in the table below:

Infinitivo Afirmativo Negativo decir hacer poner salir ser tener valer venir di haz pon sal sé ten val ven no digas no hagas no pongas no salgas no seas no tengas no valgas no vengas

Sometimes we can also use the infinitive as a command in Spanish. They are actually very common structures. So, maybe it would be a good idea to memorize these couple of cases not to interfere with your learning of commands in Spanish.

Another way of commanding in Spanish is using the following structure: a + infinitivo

¡A jugar!

¡A dormir!

Atención

When the subject is impersonal the infinitive can be used as a command form. It is also very common to find the structure participle + infinitive in the public regulations signs.

Example: 

No fumar / No hablar / No gritar / No hacer ruido / ...

Prohibido fumar / Prohibido nadar / Prohibido jugar a la pelota / ...

Resources:
- Worksheet Imperativo #1 [pdf] 
- Worksheet Imperativo #2 [pdf]
- Worksheet Imperativo #3 [pdf]
- Presentation El imperativo [pdf]
- Activity ¡A los pasillos! [pdf]
- Poster [jpg]
- Theory, El imperativo [html]
- Gramática intensiva [html]
- Writing prompts [pdf]
- Kahoot: Imperativo #1
- Kahoot: Imperativo #2
- Kahoot: Imperativo #3

Lunaprofe 1/09/2017  No comment

Spanish B Unit: Hombre precavido vale por dos

This is a mini-unit or a express unit on Health. 
Through this unit you can learn/review text types [brochure/pamphlet], paper 1, paper 2 and individual oral. 
I really do like these "quick" units and I think my students got the most out of them. Less time, less pressure but more learning.
When it comes to optional units there is no need of doing long units on every topic. Through these express units we expose our students to the necessary vocabulary, concepts and give them a general idea of what is the unit about. 

If you have any question/doubt/suggestion do not hesitate to reach out. If you develop any other materials for this particular unit, please share them so we can add them to the compilation underneath. 

All you need to teach/learn this unit:  Unit planner [to come] Images [GDrive]  Paper 1 activity [found in the net]

Lunaprofe 11/05/2016  4 comments

Interactive oral activities

Some useful resources for your interactive oral in class. Rubric included in the activity.
If you want to know more about this assessment click here. 
If you just need a refreshment on the basics:
- based on the core
- 10% of the final score
- oral / interactive / group
- does not need to be recorded

communication & Media	Global issues	Social relationships
Alimentación e imagen personal	Ciencia y transporte	De tapas con los amigos
Enfermedades olvidadas	Uber vs Taxi	Ayude a un danés
El flamenco		Mi nombre es Khan

This work has not been develop and/or endorsed by the IBO.

Lunaprofe 9/27/2016  6 comments