Archtectural studios Snøhetta and SRA have designed the new Centre International d’Art Pariétal in Montignac France with set designers Casson
Design for Social Impact: Sra Pou Vocational School is a humanitarian design project by Architects Rudanko + Kankkunen to provide training to the Sra Pou community of Cambodia.
Anonymous Artist Prince Louis Aniaba Print for Illustration for Trajes de la Ordenes Religiosas y Militares: Gran Maestre del Orden de la Estrella de Na Sra (en Africa) segun andaba en la Corte de...
One of the children of O Sra Lav hamlet, making a bracelet with sugar cane leaves (Battambang province, Cambodia). - See also: Girl in pink
Uma das formas de declarar a sua paixão por uma mulher é dando flores à ela. Mas, se quiser provar o seu amor verdadeiro por alguém, pode usar as flores para tomar uma atitude incrível,
Are you looking for ways to switch up your weekend chat in your Spanish class? Check out this post with 10 ways you can...
Forth in our series Off the Beaten Track Cambodia is Mondulkiri and Sen Monorom
Download Basic Spanish -English Dictionary for Spanish I and II below: BASIC-SPANISH-ENGLISH-DICTIONARY for I and II SUPER SEVEN STRUCTURES TO LEARN Location (to be at a place) — estar Existe…
How often should you train your Glutes? By: Stijn van Willigen Click HERE for part II What you’re getting yourself into: ~5000 words 15-20 minute read time Key Points 1....
Explore Tacho Juárez Herrera's 24487 photos on Flickr!
Have students practice conjugating the verb 'ir' in the present tense in Spanish. Students fill in the blanks using the correct conjugation of the verb 'ir'. This is a PDF file but can be converted into a Google Doc. Feel free to use this activity with the Verbo Ir Google Slides presentation.
Caffe Marie ¡Compre su café en una auténtica bolsa ecuatoriana! La bolsa proviene de nuestro socio en Piñas, Ecuador, Caffe Marie. ¡Todas las bolsas tendrán 11 oz de café! Conocimos a la Sra. Marie y al Sr. Fabricio durante el verano de 2017. Después de ver que construyeron todo el equipo necesario para procesar el café, sabíamos que queríamos asociarnos con ellos. Su fábrica de procesamiento es una instalación de dos pisos. La parte de arriba permite a los agricultores regresar fácilmente a las instalaciones y dejar su café. La primera máquina que usan los agricultores ayuda a limpiar las rocas y los escombros que se pueden mezclar con las cerezas o el pergamino. Las cerezas de café se envían a través de un tubo a la máquina inicial de la planta baja. La segunda máquina pela el café, separando el grano de la cereza del café o del pergamino. La tercera y última máquina separa los frijoles recién pelados en tres categorías: la primera categoría es el producto superior que enviamos a los Estados Unidos. La segunda categoría se vende a cafeterías locales en Ecuador, y la tercera categoría se usa como fertilizante para los cultivos del próximo año. Además de las instalaciones de procesamiento, la Sra. Marie y el Sr. Fabricio también tienen un negocio de café, Caffe Marie. El señor Fabricio es un barista experto. Él hace algunos de los mejores lattes en todo El Oro. ¡Este bolso te da la oportunidad no solo de llevarte a casa una auténtica cultura ecuatoriana, sino que también te asegura que estás haciendo la diferencia! Prueba una bolsa: ¡no te decepcionará! Puede ver cuán eficientemente funcionan las máquinas del Sr. Fabricio visitando los siguientes enlaces: Parte 1: Previniendo lo Prevenible Parte 2: Pelar el café Parte 3: Máquina de procesamiento de tres grados ¡Gracias por apoyar el proyecto Z Beans!
Gesunde Ferrero Rocher Kugeln Rezept: Die leckeren Ferrero Rocher sind zuckerfrei, vegan, glutenfrei und schmecken besser als das Original!
Vous voulez visiter le Cambodge? Lisez cet article avec toutes les infos : que faire au Cambodge, le budget, la sécurité, etc...
Caffe Marie ¡Compre su café en una auténtica bolsa ecuatoriana! La bolsa proviene de nuestro socio en Piñas, Ecuador, Caffe Marie. ¡Todas las bolsas tendrán 11 oz de café! Conocimos a la Sra. Marie y al Sr. Fabricio durante el verano de 2017. Después de ver que construyeron todo el equipo necesario para procesar el café, sabíamos que queríamos asociarnos con ellos. Su fábrica de procesamiento es una instalación de dos pisos. La parte de arriba permite a los agricultores regresar fácilmente a las instalaciones y dejar su café. La primera máquina que usan los agricultores ayuda a limpiar las rocas y los escombros que se pueden mezclar con las cerezas o el pergamino. Las cerezas de café se envían a través de un tubo a la máquina inicial de la planta baja. La segunda máquina pela el café, separando el grano de la cereza del café o del pergamino. La tercera y última máquina separa los frijoles recién pelados en tres categorías: la primera categoría es el producto superior que enviamos a los Estados Unidos. La segunda categoría se vende a cafeterías locales en Ecuador, y la tercera categoría se usa como fertilizante para los cultivos del próximo año. Además de las instalaciones de procesamiento, la Sra. Marie y el Sr. Fabricio también tienen un negocio de café, Caffe Marie. El señor Fabricio es un barista experto. Él hace algunos de los mejores lattes en todo El Oro. ¡Este bolso te da la oportunidad no solo de llevarte a casa una auténtica cultura ecuatoriana, sino que también te asegura que estás haciendo la diferencia! Prueba una bolsa: ¡no te decepcionará! Puede ver cuán eficientemente funcionan las máquinas del Sr. Fabricio visitando los siguientes enlaces: Parte 1: Previniendo lo Prevenible Parte 2: Pelar el café Parte 3: Máquina de procesamiento de tres grados ¡Gracias por apoyar el proyecto Z Beans!
Gesunde Ferrero Rocher Kugeln Rezept: Die leckeren Ferrero Rocher sind zuckerfrei, vegan, glutenfrei und schmecken besser als das Original!
Vous voulez visiter le Cambodge? Lisez cet article avec toutes les infos : que faire au Cambodge, le budget, la sécurité, etc...
Do your students LOVE talking about themselves as much as mine do? This game keeps them engaged in the target language and is regularly requested by my fast finishers. It makes a great icebreaker or community building activity. This editable product provides 3 versions of the Torre de Preguntas interpersonal speaking activity. Each version contains 54 questions or prompts in Spanish that require students to answer with intermediate mid/high structures across a variety of topics. Subjuntivo (Presente) Pretérito y Imperfecto Mezcla: present tense, preterite, imperfect, present perfect, present subjunctive, and conditional As new products are added, the price increases accordingly but once you purchase you have access to all future updates for free! Product is intended to be used with a wooden block stacking game like Jenga and requires a little bit of prep work to number the blocks. Then you can print and play!
Las diferencias son masivas pero verdaderas!
Anytime I hear the concept of the interpersonal task introduced to a teacher who is unfamiliar or at least has not tried it in the classroom, there is a ton of resistance. I totally get it! I was the same way when I first learned about interpersonal speaking assessments. Here are just a few of the concerns I've heard teachers discuss (with some help from my amigas on the Spanish Teachers in the US Facebook page) and then I'm going to address the primary concerns in a moment. Concern #1: It takes way too much time to assess speaking. This is probably the most common concern that teachers have about the interpersonal task. For most of my teaching career, I agreed though I forced myself to do interpersonal speaking assessments, but hated it. I use to find listening to students speak be one of the most time-consuming, mind-numbing activities I ever had to do as a teacher. Thankfully, that has changed and I now thoroughly enjoy them. More about that later along with tips to get through 30 students' speaking tasks in one just one class period. It can be done. I promise. Concern #2: What do you do with the rest of the kids while I'm testing students? Typically, I focus my complete attention only on the students speaking while the other 28 run around like wild animals. Kidding! I usually have students take the interpretive reading and/or presentational writing portions while I listen to students speak and grade them. I honestly works perfectly. Sometimes students work on projects (usually an extended presentational task) or learn their new unit vocabulary online while I grade. Once you set the expectations for how students should behave during the interpersonal and reinforce them, it really goes very smoothly. I think you just need to have an individual task that can be done silently and independently and you won't have any issues. Concern #3: My kids aren't yet able to have those kinds of conversations. I'm a believer that even my 6th graders can perform an interpersonal task if the expectations are appropriate. However, if your students haven't practicing interpersonal conversations or teacher-based question and answer activities beforehand, they probably won't be able to have a thorough conversation. I found that when I went with my current model for interpersonal tasks, I really had to change my teaching practices to include more daily conversation. If this is your primary concern, I'd love it if you could read yesterday's blog post for a bunch of tips and tricks to preparing students for the interpersonal speaking task. So, what does my model for interpersonal speaking assessments look like? In the past, I would call a student up to my desk and the two of us would have a conversation. I've heard of some teachers doing them in the hall, which sounds a little scary for a classroom management fanatic like myself. My old way took forever and I apparently didn't clearly explain what the rest of the students were supposed to do because, in short, it was a chaotic nightmare. I'm happy to say that all of that chaos is in the past. Last year, I attended a session on Proficiency with ACTFL presenter Laura Terrill. If you've been reading all of the previous blog entries about IPAs, you know how I feel about her ideas. She seriously changed my teaching and finally made the IPA interpersonal make sense. Based partially on her teaching and ideas I picked up previously, this is what I know do for my interpersonal tasks. See more detailed explanations further below. 1. I re-explain the scenario and the grading rubric to students before the task. This results in fewer questions and confusion and makes the process go faster, plus it's always good to remind students of how you're assessing them on the day of. 2. I carefully plan and clearly explain what students are working on while I'm assessing, but most often students work on the interpretive reading and presentational writing tasks. Believe it or not, I can typically do the interpretive, interpersonal, and presentation tasks all in a 50 minute period for over 30 students. It can be done! Plus, I usually still do a warm-up. You could really do any individual task, but I find that the other IPA tasks work perfectly because it keeps them silent so I can focus on the assessment at hand. Some would say, however, that not all 3 tasks should be done on the same day. I'll stick with what works for me and my students. 3. I randomly pair up two students and I've never had students questions this practice. I set the precedent at the beginning of the year that my partner selection isn't a discussion or a debate. If I know the kids I randomly pick aren't a good pair, I usually just make a quick change and the students are none the wiser. As to the practice of pairing two students versus me having a conversation with a student, Laura Terrill claims that a teacher and student aren't a good interpersonal pair because the teacher inevitably will bail the student out while their peers won't. I've found I agree, but the best part about pairing two students is that I can kill two birds with one stone and I grade half as many conversations. Yay efficiency! 4. At Laura Terrill's suggestion, I give each pair 2 minutes to prepare. At first, I completely disagreed with this concept because I argued that it makes the situation not spontaneous. However, I decided to try it out and I love the effect that 2 minutes has upon my sanity. Besides, I've found that 2 minutes isn't enough for students to memorize anything, but just enough to work out the kinks and get the interpersonal moving much more quickly and efficiently. While one pair is performing, another pair is on deck so things move smoothly. 5. I grade using a rubric while each pair presents and provide feedback to each student on the spot. I've spent a lot of time revising and rethinking the grading rubrics I use to ensure I have the criteria I'm looking for and I'm really happy with this one. For the moment at least. In the next post, I'll be discussing the presentational task and, while it is the area of IPAs that most teachers are most comfortably with, I think it helps to see some different examples. Also, if you're interested in checking out some of my IPA units by thematic unit, please visit my Teachers Pay Teachers store:
My children have been speaking in Spanish their whole lives, but they still have a lot to learn when it comes to grammar. Grammar, after all, is the building block of a language. Just like mathematics, it is easier to construct and express complex ideas when you have a strong foundation. My eldest son began attending a new Spanish school this year that is run by the Spanish Ministry of Education. The curriculum is fantastic and he is learning so much! A few weeks ago, he was introduced to conjugating verbs in the preterite. For example: Yo estuve en casa ayer. Ella tuvo tres galletas en la mano. While he understands this perfectly, when my son speaks in the past, he tends to use another form (not always grammatically correct!): Yo he estado en casa ayer. Ella ha tenido tres galletas en la mano. The test date was closing in, so we started to study. One of my favorite ways to study verbs is SO SIMPLE. All you need are notecards and a sharpie (paper and pencil are optional). On each of the notecards, write a subject: Yo, Tú, Él, Ella, etc. If you study Vosotros / Vosotras, include it. If you don't, leave it out. Put these notecards in one pile. On the next pile of notecards, write the infinitive of the verbs you are studying (one per card). If you'd like, you can translate them into your mother tongue or write a "hint" (i.e. stem changer, irregular, etc) on the back of the cards. If the student is new to conjugating verbs in a formal way, I like to have them practice organizing the subject cards like this: We discussed how these cards represent the subject of the sentence. They can be arranged in a logical way: The first column refers to one person, while the second column refers to more than one person. The first row is called "1st person": Yo + 1 more person = Nosotros. Tú and Vosotros is called "2nd person": Tú + 1 more person = Vosotros. The last row is "3rd person": Él + 1 more person = Ellos, etc. My son and I also had a good discussion about tú vs. usted and how Spain is the only country that uses vosotros. We don't use vos in our household, but now would be a good time to bring it up. After the student is feeling comfortable with the subjects, it's time to move on to the verbs. Shuffle the cards and line them up with the pile of subjects next to the infinitives. Use the cards to trigger sentences. I had my son write the conjugations as he was working on spelling, but I often use this technique with students to practice their oral skills "making interesting sentences". This notecard method can be used for all verb tenses and is extremely portable! You can throw a few notecards in your backpack or pocket and practice for a few minutes at a time. (If you are looking for MORE fun and unusual ways to use notecards, please read my post "6 New Ways to Use Flash Cards to Teach Spanish!" Good luck and happy conjugating!
Prisetimo se najlepših citata večitog dečaka srpske književnosti.
