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Mostrando entradas con la etiqueta activity. Mostrar todas las entradas
Mostrando entradas con la etiqueta activity. Mostrar todas las entradas
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Bellwork

Bellwork is just an activity that students complete as they walk into the class before the bell rings for the lesson. 

That's the definition, but we don't need to be that strict when doing bellwork in our classes. Actually, there are activities in this bellwork presentation that will last 10 minutes, that will have a different impact in your instruction time depending on how long your classes are or any other factors. 

Anyways, the idea behind our bellwork activities is that our students are engaged as soon as they walked into your classroom and (hopefully;) focused on the subject. 

Different light: use these activities as an exit ticket from your class, or as flexible homework, or as enrichment, sub-plans, or ... 






It is impossible for a man to learn
what he thinks he already knows

Epictetus
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Las partes del cuerpo

This is a must in every beginners course. The body parts, there are million materials out there to teach them. I always have liked the visual ones.
First, try clicking on the hotspots on this image and learning the different parts of the body in Spanish. When you click on one, a pop up will come up using the body part in a sentence to help you understand a bit better what it is and how to use it in Spanish.


I've put together this memory card game to learn/review the body parts in Spanish. When you play you are just using 6 different cards but there are a lot more available, just refresh your browser and new cards will come up on a new game.

More resources:


The one real object of education is
to have a man in the condition of
continually asking questions
Mandell Creighton

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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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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
Ciencia y transporte
Enfermedades olvidadas
Uber vs Taxi
El flamenco








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


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Activities to learn Spanish: Suffixes

Learning languages is always attached to learning skills, as many other things. Those who follow the IB curriculum have noticed that there are three main skills at beginners / intermediate level:


Through grammar activities, in this case suffixes, we can help our students to keep building on these three skills. Actually, you can always adapt your activities to do that, but keep in mind to be creative, otherwise your students will fall into a sleepy routine.
Check the resources to get the activities with full instructions.

Developing Mr Lewin's statement a bit more: challenge your students, give them something to think about, let them make mistakes, help them learn from their own mistakes, make connections to different topics/subjects, give them tools to grow rather than just give them information.

These activities can be connected to nationalities if you are working with emergent communicators. 

Do you know the game Hangman? Practice a bit what you've learnt in this post:

Activities:
Too often we give children answers to remember
rather than problems to solve
Roger Lewin
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Spanish B Unit: El facebook de mi abuela

Unit titles must be engaging to gather students attention and awake their curiosity. I asked my students to think of a title for this unit and they came up with this super engaging title "El Facebook de mi abuela" which summarize perfectly what this unit contains.
Although the IB states the possibility of just choosing two options by the teacher we always see all of them. To me it just makes sense, the more you offer your students the more opportunities they will have to do better in their exam. There is no need of doing a super long unit on each topic. When it comes to this you can do mini-units or "express units" comprising vocabulary, main concepts and ideas and give them a sense of what is that option about.


For a full understanding of how to teach this unit, please read the unit planner and if you still have any question/doubt don't hesitate to reach out. If you develop any other materials for this particular unit, please share them so we can add them to the list below.


All you need to teach/learn this unit: 
  • Essential questions [pdf]
  • Vocabulary [pdf] [Quizlet]
  • Unit Planner [pdf]
  • Visual stimuli [images] [Interactive Oral]
  • Activation of prior knowledge [pdf]
  • Activity to work the subjunctive [.doc] [Antonio Gallardo]
  • Skill: compare [pdf]
  • Writing [pdf] [Paper 2]
  • Article: Inventions del nuevo milenio [pdf] [Paper 1]
  • Interactive activity [Edpuzzle]
  • Making predictions [pdf]
  • Presentation to compare evolution of different items [pdf] [made by students]
  • How am I going to be assessed? [pdf]
Interested in more units? Click here ;)

Feedback through Social networking


There are worse crimes than burning books.
One of them is not reading them.
Joseph Brodsky
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IB Spanish text types: la invitación

The key to write a perfect invitation is to put yourself in someone else's shoes. Keeping this in mind you'll be able to identify which are the key components you need to include. 
Basic information always needs to be there. As a telegraphic reminder:
  • ¿Qué? [evento]
  • ¿Cómo? [código de vestimenta]
  • ¿Cuándo? [Fecha y hora]
  • ¿Dónde? [Lugar]
  • ¿Por qué? [motivo]  
Regarding register we basically have two different types: formal & informal.
Make sure you:
  • include a reference to the person/group of people you are inviting
  • structure your invitation in paragraphs
  • include basic information (review the telegraphic reminder)
Invitación evento formal
#colegio     #escuela 
#invitación    #formal 
Estimada Sra. Palargo:

Tengo el placer de comunicarle que su hijo ha sido seleccionado para uno de los premios que se otorgarán en la ceremonia de clausura de este curso escolar en el Hotel Trinidad, calle San Poque, número 28C a las 20:00.

Nos encantaría poder contar con su presencia y la de su familia y nos llenaría de orgullo que usted o su esposo acompañaran a su primogénito a recibir su premio.

Nos complacerá muchísimo su compañía en este evento. Me gustaría aprovechar la ocasión para recordarle que este es un evento de etiqueta.

Reciba un cordial saludo,

María Eugenia de los Toldos
Directora de Secundaria CIS

Resources:
If we want to reach real peace in this world,
 we should start educating children.
Mahatma Gandhi
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Preguntas y respuestas para el examen oral

El examen oral es uno de los huesos para nuestros alumnos, así que cualquier tipo de ayuda que podamos brindar para esta destreza será bien recibida.

En este caso, la actividad es muy simple (y al mismo tiempo muy efectiva), ofrecemos preguntas difíciles a nuestros alumnos y les damos tiempo para que preparen sus respuestas [incluso se las podrían llevar a casa, ¿por qué no?]. Además les invitamos a que usen un lenguaje técnico, con conectores complejos, estructuras gramaticales complejas...

Después [nosotros] proyectamos cada pregunta y la analizamos entre toda la clase, vemos qué podemos mejorar, barajamos varias posibilidades de decir lo mismo con otras palabras...

De esta manera el alumno se familiariza [a su propio ritmo y con apoyo colectivo de la clase] con los temas y posibles preguntas en el examen oral y ve, escucha, analiza distintas respuestas posibles.

Preguntas y respuestas Español Nivel Medio:



Preguntas y respuestas Español ab Initio:



Esta actividad también funciona muy bien para la expresión escrita o prueba 2, después de la discusión se puede pedir al alumno/a que escriba un tipo de texto concreto: una entrada en su blog, una carta a alguna autoridad...

No quería terminar esta entrada sin agradecer a mis siete magníficos de este año su aportación y su duro trabajo. Gracias Valentina, Guillermo, Eduardo, Óscar, Santiago, Amelia y Anita. Y también, ¡mucha suerte!

Para ver el documento completo pincha aquí.

Entradas relacionadas:

  • Español B [Página general]
  • Recursos, ejemplos y prácticas para el examen oral [web]
  • Preguntas y respuestas para el examen oral [pdf]
  • Frases útiles en español [web]
  • Ideas para elegir un buen tema [web]
  • Rúbricas para Español B y algo más [web]
Human beings are curious by nature.

Aristotle
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Los meses del año

Foundations are crucial to build up a solid knowledge, but connections are equally relevant to internalize it and make it ours. When you are learning the months of the year in Spanish you can also talk about:
- Days of the week
- Calendar [different types of calendar, religious calendars, roman calendar...]
- weather
- seasons
- cultural traditions or celebrations related to a specific month
- ... 
You can get started with the activity below to familiarize with the names of the months and the order.
Activity:
Organiza=Ordena=Enumera los meses del año.


If you like music and find motivational learning/teaching with music, there is a well-known song associated to the months of the year in English that you can adapt to Spanish. Your students will appreciate this type of activity in your class to break the ice or to finish the class. Something I usually do in my class is first I sing the song for them. Then we sing it together and from then on we assign a different student for each class who will lead the class singing this song. This little responsibility helps them build confidence, public speaking, leadership and help them realize how difficult is to lead a class with a several human beings.


 Connection: 
"Los meses del año" + "Las estaciones" [comparar]
Along with this activity your students can answer questions like:
  • ¿cuándo es invierno en tu ciudad? ¿enero? ¿abril? ¿julio?
  • ¿cuál es tu mes favorito? ¿con cuál estación se corresponde? ¿por qué es tu preferido?
  • ¿en qué mes naciste? ¿qué estación era? ¿hacía frío? ¿calor? Puedes preguntar a tu familia para recopilar esta información.

 Activity: 
Writing to practice comparisons + seasons in Spanish. Get it here [pdf]

Activity: 
Quiz on Month sayings [online] 

Want to know more?
= is a symbol we use for synonyms. 

It is a miracle that curiosity survives formal education.
Albert Einstein
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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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Different content different perspective

Teaching at a High School is always interesting and dynamic. Most of it has to do with all the changes and adjustments our students have to deal with throughout this crucial stage of their lives. Puberty is not an easy stage to go through. So, why don't we try to be a bit more realistic, why don't we try to adjust our content to their interests. In a language class we have to talk about physical appearance, personality, descriptions... why don't we give a try to a more teenager-centered texts instead of the boring classical ones.

This worksheet can be used as a regular reading comprehension activity but also follows the IB format for IB classes.

Resources:

  • Reading Comprehension activity [pdf]

If you can't explain it simply, you don't understand it well enough.
Albert Einstein
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Noun gender in Spanish: Special rules [compilation]

We know that life is not that easy as we learn a rule and everything works just great. We know it's a little bit more difficult than that and so are languages. 
We've seen in previous posts some interesting tips and rules to learn the noun gender in Spanish, but still we'll find more nouns ending in a different letter that doesn't apply to any of those. Now it is the time to get a little deeper into it. Everything in a language has a reason to be, but we don't need to explore all of them to learn basic Spanish.
The poster attached to this post is a simple summary of special rules applying to noun gender in Spanish, but to make them more accessible to our students we can work with it in different ways (to diversify is always a great choice).

We can group them by gender, like:

Generally, a noun is masculine in Spanish if it ends in:
  • - o: el 
  • - or: el amor, el olor, el dolor, el amargor, el anterior, el sabor, el ardor...
  • - aje: el coraje, el paisaje, el garaje, el masaje, el mestizaje, el dopaje... 
  • - ema: el problema, el tema, el lexema, el esquema, el poema, el sistema...
Regularly, a noun is feminine in Spanish if it ends in:
  • - a: la casa, la almohada, la aceitera, la anchura, la daga, la 
  • - dad: la normalidad, la ciudad, la verdad, la cavidad, la nulidad, la disponibilidad, la diversidad, la deportividad, la exclusividad...
  • - tad: la libertad, la amistad, la lealtad, la tempestad, la pubertad, la facultad, la voluntad, la enemistad, la deslealtad, la majestad...
We can also give our students a list of nouns and ask them to group them by masculine or feminine in two different columns:

tema, mano, masaje, olor, árbol, amistad, canción, igualdad, libertad, problema, radio, garaje, amor, función, maternidad, lealtad, día, moto, peaje, sabor, condición, nocturnidad, mitad, sofá, foto, paisaje, error, formación, paternidad

Masculine nouns
Feminine nouns
el error














la paternidad

Check with this "The odd one out" [in Spanish: encuentra al intruso] your understanding of what we have been talking about:



Check your answers

Children must be taught HOW TO THINK,
not what to think.
Margaret Mead
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Language games (I)

Just a simple idea: games are fun and can be educative. 
Not because our students are playing games are necessarily learning. There are some controversial opinions out there about this educational approach.
I, personally, prefer "real" games, like "old" games as word-games, or some sort of game that involves hands-on, logic... because we can work through more angles and bring different skills to our class.

Also, timing is crucial for implementing games in our classes. The person that knows better your class is you. So, make some time to think about when this activity fits better within your class time. 
A few tips to take into consideration:
- games are great to be used as "transitions" if they are quick and students understand clearly the directions [you might want to spend some time practicing with your students before letting them rule the game]
- games work just beautiful at the end of class
- a good idea can be to give your students a grade [extra-points can be considered for this] for the game. This always motivates some students.

Today I want to share with you this simple but very effective language game. 


El padre de Ana tiene cinco hijas, que son: Nana, Nene, Nini, Nono. 

¿Cómo se llama la quinta hija? 

Through this simple sentence we are lighting up our students imagination, their capacity to develop critical thinking, logical thinking, curiosity...
We are encouraging them to think about the language itself (metacognition) and taking ownership of their discoveries. In the end, they have fun doing these easy brainteasers. To develop their prediction capacity, their guessing ability will help them a lot in their future real life situations.

Another classic language game is make students say or write a word starting for the same letter than the previous one ends. 
You organize your students in a circle, the first student says a word in the target language and the next has to come up with a word beginning with the last letter of the previous word.
Example: estudiar-risa-árbol-leer-ratón-nadar-...

Want more games? Check this fabulous website with 47 language games for learning a foreign language.

Education is the key to unlock the golden door of freedom.
George Washington Carver
Sources:


  • Squire, K.D. (2002). Rethinking the role of games in Education. Game Studies, 2(1)
  • Squire, K. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming (2) 1.
  • Do Your Players Know Their Role? - What Games Are, August, 2011
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