I am very excited about the assessment task that my Spanish Phase 2 are going to complete for their inquiry unit called "passport to the Hispanic world". The students have been set the task of creating a web page for a travel agency which will give information about a Hispanic city or country of their choice, as well as include a tour proposal for tourists. The students have already completed a presentation on a Hispanic country as part of this unit, and they can choose to re-use this information, or they can choose a new country or city of their choice to research. They also already have knowledge of how to create a web page using https://www.wix.com/, but you can see my example here, which I built using https://sites.google.com/.
After the students have written an introductory paragraph about their country or city of choice, they will create their tour using https://tourbuilder.withgoogle.com/. See my example tours below:
As you can see from my examples, the students will need to research places to visit, be able to pin them in a logical order in the tour, and write a description about each location. The grammatical focus for this unit has been the impersonal <<se>> , the use of ser vs. estar vs. hay, vs. tener, and the demonstrative pronouns este, esta, estos and estas. To see the task that has been set to the students, look at the document below. Hopefully some of my students will be happy to share their finished product with us on this site!
And here is the finished product! Please see the links below to a selection of the work created by my students.
Pius - Bogotá
Ela - La Ciudad de Mexico
Riccardo - Buenos Aires
Felix - Costa Rica
Sota - Cuba
My Grade 7 Phase 1-2 students are currently studying a unit called Around the Community. The key concept of the unit is communication and the related concepts are accent and message. In order to prepare the students for their summative oral, when they will be assessed by Criteria C and D, we are practising Spanish pronunciation at the start of every lesson. One of my colleagues introduced me to the text book Gente Joven and in each chapter of this book there is a section dedicated to the sounds and pronunciation of Spanish called Reglas, palabras y sonidos. Check out the book here. Here is a sneak peek of what the Reglas, palabras and sonidos pages look like.
It is important for the students to practise different formats of writing as they prepare for their DP Language B qualification throughout the phases of the MYP. My phase 2 grade 8 students have been learning the pretérito indefindio (see my teaching ideas here) they and done several formative assessment writing tasks which focused on their previous weekends or past holidays. Today we started to prepare for their summative writing assessment. I decided that the most appropriate format of writing for the topic of holidays would be writing a blog post.
To start the class the students looked at these 3 blogs:
I then gave the students the below checklist. The students are to take one of the writing pieces that they did as a formative assessment and correct and improve it to write it in a blog format. The checklist addressed the requirements of Criteria D as it encourages students to use a range of vocabulary, grammatical structures and conventions as well as organise information using and cohesive devices, and of course use language to suit the context of a blog post. The students will write ip their blog post in test conditions and will then upload their post along with some pictures into a blog we will create using www.weebly.com.
I have been teaching French and Spanish for 13 years. I qualified and started teaching in the UK, and I currently work at Shanghai Community International School, China. I have experience teaching GCSEs and IB DP and MYP. Find out more about me within these blog pages or below at Linked In.