Luna profe: oral individual

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Tagged under: A1, A2, B1, B2, contrast, ib spanish practice exams, images for the oral activity, individual oral, olympics, oral activity, oral exam, oral individual, oral practice, pictures oral exam, speaking activities

It happened in 2016 / Speaking activity: Cultural diversity in the Olympics

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. But this activity applies to all languages classes, remember that visual stimuli are great ice breakers to start conversations, debates, discussions, etc in your class.

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:

Questions:

- What's going on in this picture?
¿Qué está pasando en esta imagen?
- What do you see that makes you say that?
¿Qué ves que te hace pensar eso?

- Do you find any connection to your own culture?
¿Ves 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:
Doaa Elghobashy of Egypt and Kira Walkenhorst of Germany compete in the preliminary beach volleyball event at the Rio Olympics.
Image's source:
Website: Reuters
Photographer: Lucy Nicholson
Location: Rio de Janeiro, Brazil.
Date: August 7, 2016.

Relájate y aprende

Related links:

Idea based on: The Learning Network, New York Times.

Lunaprofe 4/10/2017 No comment

Tagged under: A1, A2, ab initio, ab initio individual oral, IA Spanish ab initio, individual oral, internal assessment, oral exam, oral individual, practice your IA, spanish ab initio, speaking activities, visual stimuli

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

Tagged under: A1, A2, B1, B2, castellers, cultura, hispanic culture, ib spanish practice exams, individual oral, oral activity, oral individual, oral practice, pictures oral exam, speaking activities

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:

Idea based on: The Learning Network, New York Times.

Lunaprofe 3/10/2017 No comment

Tagged under: A1, A2, B1, B2, conflict, ib spanish practice exams, images for the oral activity, individual oral, oral activity, oral exam, oral individual, oral practice, pictures oral exam, speaking activities, vietnam war

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

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:

Idea based on: The Learning Network, New York Times.

Lunaprofe 2/27/2017 No comment

Tagged under: A1, A2, B1, B2, ib spanish practice exams, images for the oral activity, individual oral, oral activity, oral exam, oral individual, oral practice, pictures oral exam, speaking activities, speaking exam

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:

Idea based on: The Learning Network, New York Times.

Lunaprofe 2/13/2017 No comment

Tagged under: A1, A2, B1, B2, conflict, ib spanish practice exams, images for the oral activity, individual oral, obama in havana, oral activity, oral exam, oral individual, oral practice, pictures oral exam, speaking activities

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

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:

Idea based on: The Learning Network, New York Times.

Lunaprofe 2/10/2017 No comment

It happened in 2016 / Speaking activity: Coexistence

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:

Idea based on: The Learning Network, New York Times.

Lunaprofe 1/30/2017 2 comments

It happened in 2016 / Speaking activities: Refugee children are still kids

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:
Refugee children play with a stuffed toy at a muddy makeshift camp at the Greek-Macedonian border, near the village of Idomeni, Greece.

Image's source:
Website: Reuters
Photographer: Alexandros Avramidis
Location: Idomeni, Greece
Date: Tuesday, March 15, 2016.

Relax and learn!

Related links:

Idea based on: The Learning Network, New York Times.

Lunaprofe 1/23/2017 9 comments

Tagged under: A2, B1, B2, español B, IA Spanish B, IB Units, individual oral, opcional, oral individual, predictions in Spanish, proverbs, refranes, salud, sayings in spanish, Spanish B, Spanish B Individual oral, spanish units

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

Tagged under: español ab initio, IA Spanish ab initio, individual oral, internal assessment, oral exam, oral individual, rubricas español ab initio, rubrics spanish ab initio, spanish ab initio, tips for spanish ab initio

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

Lunaprofe 3/07/2016 5 comments

Tagged under: how to write a presentation in Spanish, oral activity, oral individual, oral presentation, Spanish ab initio paper 2, Spanish B paper 2, Spanish B written assignment, text types for IB Spanish

Text types: la presentación

A presentation is linked to oral communication and formal language. Another convention you must have on your presentation is a structure. The most typical one is introduction, development of your ideas and conclusion. The main purpose of this type of text is to inform an audience. Then, we can use an informative text features to elaborate a presentation.

Main features:

includes some type of greeting at the beginning and salutation at the end
Register will be basically formal although some informal register will be admitted too
express a personal point of view on the topic
support your ideas with examples

Tips on how to do a presentation [pdf]

Useful links:

Text types [Antonio Luna]
10 important features of a presentation [Prezi]
How to write an informative text [About]

Knowledge is the food of the soul

Plato

Lunaprofe 2/14/2016 No comment

Tagged under: A2, B1, B2, español B, IA Spanish B, IB Spanish SL, oral individual, spanish ab initio, Spanish B, tips for IB assessment, Tips for Spanish B

Oral Individual: Español B

La mejor presentación de un alumno se parecería a algo así:

Los alumnos

- expresan sus ideas y opiniones propias.

- exploran la opción con la que está conectada la imagen y la relacionan con la leyenda

- investigan/cuestionan/opinan sobre el contenido y lo relacionan con la leyenda

Comprobamos que uno los puntos más relevantes es la leyenda, por lo que los profesores:

- tienen que ofrecer leyendas adecuadas

- las mejores leyendas suelen ser preguntas y/o frases polémicas

- la leyenda no puede ser demasiado breve ni demasiado compleja, tiene que adaptarse al nivel de los alumnos.

Además los profesores deberían hacer preguntas abiertas para permitir al alumno entablar una conversación relevante e interesante.

Algunos de los errores más típicos de un alumno de Español B realizando el Oral Individual son:

- concordancia sustantivo-adjetivo

- género incorrecto

- conjugaciones

- tiempos verbales

- ser y estar

- la problema

Algunos consejos que pueden resultar útiles para preparar el Oral Individual:

Prepárate para manejar tu tiempo. Divide la actividad en 2 mitades de 3-4 minutos para la presentación y 5-6 minutos para la conversación.

Relájate

No hay que hablar más de lo necesario.

Enfatiza las conexiones que haces con la opción, con la cultura hispana y con tu propia cultura.

Puedes re-preguntar, o pedir que tu profe te clarifique la pregunta. Estas dos acciones tienen una acogida fantástica entre los profesores y los examinadores. Incluso si eres un valiente puedes hacer una pregunta a tu profe, será de lo más auténtico que es de lo que se trata.

Prepara al menos una respuesta para una situación hipotética usando el subjuntivo: ¿qué le dirías a ….? o ¿qué harías si tuvieras/fueras …?

En colaboración con mis alumnos creamos unos materiales que ofrezco aquí como ejemplo de los estímulos visuales para prepararnos para el examen de verdad.

Materiales: