Spanish B Unit: Hambruna y pobreza

I am going to start this post with a quote from a really inspiring person: George Bernard Shaw.

If you have an apple and I have an apple and we exchange these apples then you and I will still have one apple. But if you have an idea and I have an idea an we exchange these ideas, then each of us will have two ideas.

I really agree with this thought. We need to be able to open our classes and our minds to others, especially among teachers, so we can all move up together. Open doors can make a difference in our lives. Nobody is perfect and no-one should expect that from others.

In this post you will find all resources you need to do this unit with your IB Spanish SL class. If you think something can be improved, you have materials/resources than can be used along with this unit and/or you are missing something on this list, please let me know.


Unit's resources:

• Essential questions
• Unit planner [coming soon]
• Vocabulary [Quizlet]
• Texto A: Erradicar la pobreza [pdf]
• Texto B: Producción colectiva para salir de la pobreza [pdf]
• Texto C: Índice de pobreza multidimensional [pdf]
• Texto D: Conexión entre calentamiento global y hambruna [pdf]
• Crossword: Hambruna y pobreza [pdf]
• Formative assessment on Texto A [google form]
• Formative assessment on unit's vocabulary [google form]
• Summative assessment on Reading comprehension (Paper 1) [google form]

Let's your students practice what they've learned playing this crossword with key vocabulary related to the unit:

Lunaprofe 11/09/2014  2 comments

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

Lunaprofe 11/06/2014  No comment

IB Profile: Communicators

Nothing makes me prouder [as a teacher] than seeing my students making progress and doing a better job than my own work. 
Today I want to share a piece of work made by my students, a poster made by my skillful "chic@s": Valentina, Oscar y Santiago as a part of an in-class activity. I think the image talks by itself and summarize the concept of being a good communicator but just in case, they added:

• Definition 
• A representative celebrity that constantly shows this IB profile attribute
• An example of the concept

Double thumbs-up for them and their work ;) 


Check your answers here ;)

Interested in IBLP? Check this post

Lunaprofe 11/01/2014  No comment

Learn Spanish with movies: El hijo de la novia

Why movies?

1. Movies are something our students like. At least, they like the format. They are familiarized with them. They probably go to the movies on the weekends with their friends. 
2. The movies are primary sources for the language. The language our students are exposed through the movies is a native language, produced for/to native speakers.
3. The language in the movies is real. We will find a lot of authentic registers [poor people talking slang, rich people using a very sophisticated speech...] to work with.
4. With the right activities (pre-comprehension, ...) movies are not a passive activity but a really "active" activity in our class.
5. Movies are visual. It is a visual format we (pretty much all) are familiarized with it.
6. Movies are a huge "exposition" of the target culture. It depends on the movie but lots of them can help us bring up to the table interesting debates/discussions about cultural topics.
7. Movies stimulate creativity.
8. Movies develop our students capacity of analysis from different points of view.

A possible sequence to consider for planning purpose:

- Before the movie:

• Glossary
• Pre-comprehension activities [Anticipation]

-During the movie:

• notes
• comments
• answers
• quotes
• words lists

- After the movie:

• level-targeted tasks

Sequence based on Martha Florez

In this case, I propose a movie about rethinking our paths through life. The movie also expose us to a good dose of reality. Read the full review in IMDB or in BBC Reviews

It is interesting how many different types of text we can work with our students through movies. We can practice producing a review, a summary, descriptions of characters, dialogues/conversations, informal letter, email, interview, article... 

Ficha técnica de la película:

Título: El hijo de la novia

Dirección: Juan José Campanella

País: Argentina

Año: 2001

Fecha de estreno: 23/11/2001

Duración: 123 minutos

Género: Drama, Comedia.

Reparto: Ricardo Darín, Héctor Alterio, Norma Aleandro, Eduardo Blanco, Natalia Verbeke, Gimena Nóbile, David Masajnik, Claudia Fontán, Atilio Pozzobon, Salo Pasik

Productora: Patagonik Film Group, Tornasol Films, JEMPSA, Pol-Ka Producciones

Possible activities are listed below with worksheets and print outs. Enjoy!

Sources and resources:

• El cine, un recurso didáctico. El hijo de la novia. [Celia Carracedo Manzanera]
• El cine en la clase de ELE: El hijo de la novia [Josefa Álvarez Valadés & María Luisa Gómez Sacristán]
• Estrategias para desarrollar diferentes tipos de textos a través de las películas [Martha Flórez]

“Accordingly, globalization is not only something that will

concern and threaten us in the future, but something

that is taking place in the present and to which we must

first open our eyes.”

Ulrich Beck (German Sociologist; b. 1944)

Lunaprofe 10/27/2014  No comment

Criterios de evaluación para el trabajo escrito. Español BI NM.

En estos tiempos la Organización del Bachillerato Internacional está viviendo un momento muy intenso, un tiempo de cambio en el que hay muchas actualizaciones y a los profesores que trabajamos con estos programas nos cuesta estar al día con todas las modificaciones que se introducen. Por eso, me he propuesto hacer esta entrada para recoger las últimas actualizaciones y explicar como funcionan y expresar mi opinión. Esta entrada va dirigida a los sufridos profesores de español del BI y a los alumnos [no menos sufridos :P]

¿Cómo van a ser evaluados los trabajos escritos de nuestros alumnos? [Guía de lengua B, 2015]

La puntuación máxima del trabajo escrito es de 24 puntos y supone el 20% de la nota final del alumno.
El trabajo escrito tiene que estar conectado/relacionado con los temas troncales [Problemas globales, relaciones sociales y medios de comunicación], tiene que tener una extensión de entre 300 y 400 palabras más una fundamentación de 150 a 200 palabras. 
¡Ojo! ¡Cuidado con el número de palabras, porque se tendrá en cuenta negativamente si escribe más y también menos de lo requerido. Además si escribe más palabras de lo estipulado sólo se tendrán en cuenta para la evaluación el número de palabras máximo permitido.

A continuación presentamos una serie de preguntas que nos ayudarán a centrar el trabajo de nuestros alumnos para alcanzar la máxima puntuación en cada criterio:

Criterio A: Fundamentación y tarea [10 puntos]
Preguntas:

• ¿En qué medida el alumno utiliza la fundamentación y la tarea para completar el trabajo escrito?
• ¿En qué medida la tarea se presenta con claridad en la fundamentación?
• ¿En qué medida la tarea aborda satisfactoriamente el tema, y el o los objetivos que se indican en la fundamentación?
• ¿En qué medida es apropiada la elección del tipo de texto para la tarea?

Otra forma de enfocar esta parte y de ayudar a nuestros alumnos [y a nosotros mismos] a entender mejor la tarea es prestar atención a los siguientes puntos:

• ¿Qué?
• ¿Cómo?
• ¿Por qué?
• ¿Organización?
• ¿Cumplimiento de los objetivos?
• ¿uso de las convenciones/formato específico?

Criterio B: Organización y desarrollo [6 puntos]

Preguntas:

• ¿En qué medida las ideas están organizadas y desarrolladas?

Criterio C: Lengua [8 puntos]

Preguntas:

• ¿En qué medida utiliza el alumno la lengua de forma apropiada y eficaz en relación con la tarea?

¿Quieres saber más?

• Explicación en la página web de IBO
• Ejemplo de un trabajo escrito de un alumno
• Evaluación del trabajo escrito [IBO]
• Trabajo escrito: la fundamentación [Antonio Luna]

Nunca consideres el estudio como una obligación, sino como una oportunidad para penetrar en el bello y maravilloso mundo del saber.

Albert Einstein (1879-1955)

Lunaprofe 10/25/2014  No comment

Specific vocabulary: Internet

Hello all again!
Today I want to share a couple of images containing specific basic vocabulary to use on a daily basis: Internet. 
I know it sounds too easy but I have found out that sometimes this is that obvious that it doesn't get covered in any Spanish class. 
When can this specific vocabulary comes in handy?
The first time I realized the importance of it we were going through a web quest for my Spanish class. One of the requirements for my students were to cite their sources and they all turn to me when they reached that point of the task. 

Yes, our students usually have to cite their sources for their projects/essays... and nowadays almost every single source is on line, so that is what they use it. Therefore if we want our students to be ready for that we need to teach them this essential vocabulary.
I hope these two visuals come in handy to use them for your classes and also feel free to take the brief quiz below to check if you already mastered this specific vocabulary.

Check your answers here ;)

“Five years from now on the Web for free you’ll be able to find the best lectures in the world. 

It will be better than any single university.”

– Bill Gates, chairman of Microsoft (2010)

Want to expand your knowledge?

• Vocabulary list in English and Spanish
• Computer and Internet words
• A comprehensive list with audio

Lunaprofe 10/21/2014  No comment

False friends English-Spanish (I)

False friends are pairs of words in two languages that look or sound similar, but differ significantly in meaning. 
They are like people you thought they were your real friends and when you needed them they weren't there for you. We don't like them!
When learning languages you have to go through this process as well, like in your real life. You have to be able to identify your real friends [cognates] from your false friends ;)
You don't want to make "embarrassing" ("embarazada" actually means "pregnant" in Spanish) comments... so, take a look to them from time to time and don't let them confuse you.

Check your answers

“Any teacher that can be replaced with a computer, deserves to be.” 

– David Thornburg

Sources:

• Definition  [Wikipedia]
• Definición [Wikipedia]
• Top ten funniest false friends [The Local]
• Glossary of false friends [Wiktionary]

Lunaprofe 10/17/2014  4 comments

Expressions in Spanish: Ser un pez gordo

To learn idiomatic expressions in the target language is essential because native speakers do use them all the time. 
Expressions are used in formal and informal speech. 
A language learner that is using expressions transmits certain information about him/her that is implied. Students communicating effectively with expressions show a deeper understanding of the language and also of the target culture.
For showing our proficiency in a language. Once you have mastered a certain number of expressions and include them in your interactions you are ready to go beyond the language borders.

Check your answers ;)

The roots of education are bitter, but the fruit is sweet.

Aristotle

Lunaprofe 10/14/2014  No comment

Language through content: Geography

This is a trend we must consider when teaching/learning languages. Go a little bit further and offer something else than just the language. You'll get impress by your students response(if they like the topic chosen).
This is one of the sequences we do in class:

1. Try a website focused in a particular area of knowledge (in my case Geography)
2. Related vocabulary (Geography) + Locations (Ser/Estar) 
3. Useful patterns: questions 
• ¿Dónde está____?
• ¿En qué continente está _____(país o capital/ciudad)____?
• ¿Cuál es la capital de ____(país)____?
4. Help them understand how do you use a question to build up your answer:
• ¿Cuál es la capital de Chile?
• La capital de Chile es Santiago de Chile.
5. Work with them the cardinal points:
• Sur
• Norte
• Este
• Oeste
6. This is an excellent opportunity to learn and practice the seasons:
• Invierno
• Verano
• Primavera
• Otoño
7.  Help them understand we have different ways of naming geographical positions and explore with them the origin of these words helping them understand the roots of the language and some reasons/logic of the Spanish language:
• Oriente
• Occidente
• Meridional
• Septentrional
8. On a cultural note, I bring up some shocking topics:
•  How many continents are out there? Explore with them this concept in English and Spanish and the origin and the consequences of it. Talk about the different approaches: geographical or cultural. I also make a connection with the notion of being open minded.
• Help them understand the logo of ANOC and reason the causes.
• Names of capitals: do we translate them or not? all? why?

Further reading:

• http://www.juegos-geograficos.com
• Image's source 

Lunaprofe 10/08/2014  No comment

IB Profile: Open-Minded

This is another poster to use in class about the IB Profile in Spanish. This time we want to make our students reflect about being in someone's else shoes. We want them to really understand the difference and coexist with it. To be a global citizen, to be able to grasp the concept of International Awareness we need to know and show empathy and be open-minded. All these key concepts must be a part of an International Student.

This time, let me borrow an interesting activity from MMNahoum included in the collaborative document for IBLP as a possibility to work with our students in a language acquisition class. Perfect to learn different adjectives and work descriptions on our classes.

Sequence:

1. Use Learner Profile Attributes to learn different adjectives and how these “work”. 
2. Link LP attributes to a color and add other adjectives linked to this color (for example: red for communicator, talkative, lively, etc.) 
3. Students write a description of themselves using the LP attributes using percentages (revision of numbers), for example : I am 25% open-minded, 5% risk-taker, etc 
4. Students use a Tagxedo or Tagul to create a collage of who they are with the LP attributes.

Show off your skills, take the quiz below:


Check your answers ;)

Sources:

• IBLP activities

A mind is like a parachute. It doesn't work if it is not open. 

 Frank Zappa

Lunaprofe 10/06/2014  No comment