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:

• ¿Se dibuja la gramática?... María Estevez y Mª Ángeles Martínez [pdf]
• Uso de los pronombres complemento según la RAE [web]
• Actividad en línea. CVC. [web]
• Cumpleaños, regalos y complementos. Unidad sobre los complementos I y D. [pdf]
• Ejercicios en línea. Varios [web]

Lunaprofe 3/14/2016  No comment

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

Text types: el correo electrónico

E-mails are today's representation of the regular post-mail we have had for ages. For some generations that connection is sound and clear but for younger generations, due to changes in communication channels (social networks, phone apps...) the email format is better not to take it for granted. Make sure you go through this format with your students and they understand it. 
I've found out after taking this to class that as a teacher you have to make sure your students understand that their email address is something important. Some of them, unintentionally of course, don't quite understand the difference between professional and personal/private and will use funny/unprofessional addresses such like thestudentinthebackoftehclass@jemeil.com

To read the pdf with all text features and tips, click here.

Resumen correo electrónico informal: saludo inicial y despedida ("querido" / "besos") incluirá algún tipo de estructura que permita identificar el texto como correo electrónico. el registro será informal normalmente, debido al destinatario, tono intimista. el formato debe ser el de un correo electrónico con encabezamiento y despedida (por ejemplo, "te escribo porque hace mucho tiempo que no tengo noticias tuyas... y despedida: "escríbeme") se valorarán positivamente la utilización de recursos retóricos como exclamaciones y repeticiones para lograr un tono convincente

Interested in more resources? Check this page ;)

Recursos en la red:

• Text types [web]
• Proyecto enviar cartas por correo electrónico: http://www.iesreypelayo.com/je/files_user/files/Dto%20de%20Lengua%20Castellana/santillana_1eso/recursos/HTML/cas_pr_lengua1eso02.doc/proyectoenred_lengua1eso.html
• Tipos de textos personales: http://tiposdetextospersonalesficn.blogspot.com/
• El correo electrónico como recurso en ELE: http://cvc.cervantes.es/ensenanza/biblioteca_ele/asele/pdf/21/21_0289.pdf
• Formatos: http://www.thinkib.net/spanishb/page/11408/formatos

Books, the children of the brain.

Jonathan Swift

Lunaprofe 2/15/2016  No comment

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

Spanish ab Initio Written assignment

THIS COMPONENT IS NO LONGER PART OF THE IB EXAM!!! 

Clarification for 2017:
This is the official document from the IB [Subject component upload requirements] where you can find the answers to your questions. Confirmed, you do not have to submit any comments for the written assignment. It is externally assessed.
What is it?
It is an independent research written paper based on the prescribed topics divided into three sections:

• Section A: Description [resources]
• Section B: Comparison [resources]
• Section C: Reflection [resources]

This paper should be use as an instrument to know better the target culture and the student's own culture. One of the most important outcomes is to show intercultural understanding. Check out the rubric to familiarize yourself with the requirements.

There is no need to fill out the old cover sheet for the written assignment since 2015. It isn't required by the IBO anymore.

Objectives:

• To develop intercultural understanding by reflecting on differences and similarities between cultures
• To describe aspects of the target language culture(s)
• To compare aspects of the target language culture(s) with similar aspects in the student’s culture(s)
• To develop language competence.

Formal requirements:

• To develop intercultural understanding by reflecting on differences and similarities between cultures
• To describe aspects of the target language culture(s)
• To compare aspects of the target language culture(s) with similar aspects in the student’s culture(s)
• To develop language competence.

When the students can/must have to work on their written assignment?

The students are not allowed to work on their written assignment during their first year. This is an assignment to be completed on the second year of the course. This doesn't mean the format, requirements are not to be explained and practice in class during the first year of the course.

Format?

Your writing should be of three short written answers set out under three separate headings (obviously in Spanish):

• A - Description: in relation to a Hispanic culture.
• B - Comparison: between Hispanic culture and your own
• C - Reflection: respond to three questions.
• Which aspect of your chosen topic surprised you?
• Why do you think these cultural similarities/differences exist?
• What might a person from the target culture(s) find different about your chosen topic in your culture(s)?

How many sources must I have?

Between 2 and 4 in Spanish (target language) with the possibility of listing more sources in other languages. Consider using different formats for your sources: articles, videos, pamphlets, interviews... 

Word count?

Students have to produce an assignment of 200-350 words. Work which falls significantly beneath this word count is unlikely to meet the requirements of the task and will, very probably, receive low marks. If the word limit is exceeded, the assessment will just be based on the first 350 words.

Use of dictionaries and reference material?

This is the only assessment that allows students to use dictionaries and reference material.

Sources, documents & related links:

• ab Initio WA rubric [pdf]
• Language ab Initio Subject Guide [IBO]
• Assessment criteria for the written assignment
• Clarifications for the written assignment [IBO] [En] [Spa]
• To know more about what type of texts can you write for your written assignment click here [Antonio Luna]
• If you are interested in more materials for Spanish ab Initio, click here
• Teaching Spanish B as well? Check our Spanish B page or this post

Lunaprofe 2/01/2016  9 comments

Text types: la carta formal

When writing a letter you must have clear who you are sending that piece of writing to and your purpose. These details will contextualize your writing giving you the necessary information to choose the correct format. Basically, we are looking at two different types: formal & informal. We could simplify this saying that a formal letter is a classic letter and an informal letter looks more like an e-mail [we'll talk about informal letters in a different post]. 

When you have these features identified make sure:

• your letter is concise and brief, this is not a literary text. 
• is organized in paragraphs, the information is accurate and solid. 
• you use full sentences and your vocabulary is polite and precise. DO NOT use abbreviations. 
• the punctuation is correct. Periods and commas are good fellas, give them an opportunity to show off. 

Resumen carta formal: saludo formal y despedida /( Estimado Sr/Sra... / Atentamente) Fórmula de encabezamiento (Me dirijo a usted con el objeto de ... ) Cierre adecuado antes de la despedida (Espero su respuesta...) Firma (tu nombre) Registro formal (uso del usted y formulas de cortesía)

Use these online activities to double-check you understood everything you need to know about this type of text:

• Cartas formales e informales [online activity] [teacher's info]
• Correspondencia formal [1, 2 y 3]

Expand your boundaries:

• ¿Cómo escribir una carta? Icarito [web]
• ¿Cómo escribir una carta? WikiHow [web]
• ¿Cómo redactar una carta formal? Universia-Chile [web]
• Tipos de cartas [web]

If you are interested in more tips and ideas on IB text types swing by here.

I walk slowly, but I never walk backward.

Abraham Lincoln

Lunaprofe 1/18/2016  1 comment

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

Lunaprofe 1/06/2016  No comment

IB Spanish text types: el folleto informativo

The purpose of this text type is usually persuading people. So, make that connection and think in what a persuasive text looks like and then apply those features to this. In addition to that, pay attention to the design and format, which can be the key for getting this type of text right.

There is another key concept we have to keep in mind when writing a brochure, pamphlet... we want to communicate accurate information quickly, in a precise way. No misunderstandings wanted, so be straight forward. Try to include some catchy phrases, bring in your creativity this is the perfect format to express yourself.

To work on this text type with your students check the links provided below.

Don't forget to link this knowledge with their paper 2 and the rubrics they have to use. To make sure you don't miss anything, check out the related posts underneath.

Cómo escribir un folleto dando instrucciones

1. Usa el imperativo. Debes decidir si usar el imperativo formal o informal
según el destinatario.

2. Usa marcadores. Si explicas un proceso, necesitas incluir marcadores
como:

• En primer lugar,
• Primeramente,
• Primero,
• En segundo lugar,
• Seguidamente,
• Después,
• Para empezar,
• Más tarde,
• Al + Infinitivo

Ejemplo: “Al llegar al aeropuerto, busca la parada de taxis.”

3. Organiza la información en párrafos claramente diferenciados.
Incluye un título, que puede ser una pregunta:
“¿Cómo se llega a Málaga desde Madrid?”

Related posts:

- Text types [for IB classes]
- Spanish B Rubrics & more
- Spanish ab Initio Rubrics & more 

Expand your boundaries:

• Folleto - Afiche [pdf]
• Types of texts with activities [Lenguaparaeso] [pdf]
• Essential information on Articles [Antonio Luna] [pdf]
• Different types of texts [BBC]

Develop a passion for learning.

If you do, you will never cease to grow.

Anthony J. D'Angelo

Lunaprofe 12/22/2015  No comment

IB Spanish text types: la entrevista

This type of text is interactive, that means an interview is an active exchange between (at least) two people. Keep that in mind when writing your interview and also that the interview can appear in your paper 1, 2 and Internal Assessment as can be a valid format for your Interactive Oral exam [worth 10% of your final score]. Read some considerations underneath to score high.

Make sure you: 

- remember that the interview is a dialogue, so follow that format.
- include a title, the date of the interview and where it was conducted
- include specific features of the interview: 

• introduction indicating the point of the interview, who is being interviewed, and who is conducting the interview.
• set of questions and answers
• conclusion

- use precise and clear language 

- use a informal / formal register depending upon your audience and purpose, but in most of the situations the proper register will be the formal, semi-formal.

Some documents to use along with this post to master this text type.
- Considerations to write an interview [pdf]
- An example of an interview with reading comprehension questions [pdf]

Don't forget to link this knowledge with their paper 2 and the rubrics they have use. To make sure you don't miss anything, check out the related posts underneath.

Related posts:

- Text types [for IB classes]
- Spanish B Rubrics & more
- Spanish ab Initio Rubrics & more

Expand your boundaries:

• Text types [Wikipedia]
• Connectors [online activities] [list with clarifications]
• Online activity [Site]
• Interview sample[pdf]
• Interview features [pdf]
• Image source: Vizcaya Educación [site]

I did then what I knew how to do.
Now that I know better, I do better.
Maya Angelou

Lunaprofe 12/21/2015  No comment

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:

• Estímulo visual para practicar
• Spanish B rubrics & more
• Recursos

Lunaprofe 12/17/2015  No comment