USEFUL - ÚTIL E- Advance cultural knowledge with assignments on daily life! Students search the web and discover Holy Week, expand their knowledge of the Day of the Dead and are bowled over by the Spanish festivals. Review vocabulary and add new words with assignments on transportation (the metro), clothing (famous designers), hotels, the classroom and food. E 1 – House for sale E 2 – Paradors of Spain E 3 – Christmas, Three Kings and Holy Week E 4 – Yummy! Delicious! E 5 – Please help this school – Example: During your travels, you visit a school in a Spanish speaking country that is in need of supplies. When you come home and tell your classmates about the school, they decide to help. SAMPLE ASSIGNMENT: List and illustrate the 5 items they need the most. Put the items on the list in order of need. Make a star beside the items you can send. Can other items be bought there? Which ones? E 6 – Another day, another festival Web search: name of festival + location – List of festivals is provided. SAMPLE ASSIGNMENT: Choose 2 festivals. On your map of Spain, write the names of the festivals with arrows pointing to each city. Add the following for each one: date(s), what you like about it. E 7 – Day of the Dead Web search: Day of the Dead - Día de Muertos - Make a photo album or scrapbook. Describe every picture. SAMPLE ASSIGNMENT: Your photo album or scrapbook of the Day of the Dead celebrations in México has a caption for each photo, with the date of the celebrations, the location, and the activity or item in the picture. E 8 – What should I wear? E 9 – Ride the subway Number of pages: 40 Teacher and student rubrics: included Name of store: MirafloresCultura

USEFUL - ÚTIL F There are assignments on Atahualpa and Moctezuma, Bolívar and San Martín, Carlos V and Felipe II, the Spanish Royal Family. In addition, both the World Heritage Sites and the Seven Wonders of the World are included. The Internet opens the door to information and allows students to see images of all the places. In many cases, students include and describe the images they have found. Sample assignment: World Heritage Sites INTERNET SEARCH KEY WORDS En español: la lista del Patrimonio Mundial In English: World Heritage Sites FORMAT FOR A – Beginners: Draw a tee-shirt and a hat. Decorate both. Add a text. Assignment: Choose ONE World Heritage Site in México. Your tee-shirt and hat have both images and writing to highlight the wonders of that particular World Heritage Site. The text gives information and your opinion. FORMAT FOR B AND C – Advanced: Write a report for the authorities. Assignment: You have just returned from visiting a WHS in South America. While you were on the site, you found a valuable historical object. Give details of your find and indicate what you did with it. Number of pages: 40 Teacher and student rubrics: included Name of store: MirafloresCultura International Baccalaureate

Presente C has 6 broad themes devoted to Mexico. Eclectic and fun, students learn about the great variety this beautiful country offers. 1. ¿Salen de vacaciones? - Students convince their classmates to visit a specific place. An example: - Yo recomiendo Taxco. Hay muchas tiendas donde venden joyería de plata. Hay artistas que hacen joyas. Palabras clave: Taxco + joyería de plata - ¿Van a México? Para comprar alebrijes, las famosas figuras de madera tallada, tienen que ir a Oaxaca. Visiten a la familia Mendoza, Luis Pablo, Moisés Pablo y David Pablo Mendoza. Les va a encantar. Palabras clave: Oaxaca + alebrijes 2. Dos culturas antiguas - Assignments totally out of the box with comparisons between ancient Egypt and the Aztec world. - Vamos a hablar de la ropa de los aztecas y de los egipcios antiguos. Vamos a explicar las diferencias. Palabras clave: aztecas + ropa; egipcios antiguos + ropa 3. Diego y Frida - Iconic painters who were married to each other on two separate occasions and produced very different work. Students show the painting, describe it and relate it to the painter´s life. - Voy a describir un cuadro, «Las dos Fridas» (1939). Luego voy a responder a la pregunta: ¿Por qué es Frida Kahlo un icono feminista? Palabras clave: «Las dos Fridas» 4. Lugares inolvidables - Mexico is blessed with mountains and beaches, deserts and tropical forests. An example: - Ustedes saben que a mí me gustan mucho los viajes. Tuve ocasión de ir a México y allí visité el Parque Museo La Venta y vi las cabezas gigantes de los olmecas. Toda una maravilla. Palabras clave: Parque Museo La Venta 5. Volcanes - science and ecology can be understood by all. 6. Abrimos un restaurante - Starting with the rental of the space, the students work their way through the furnishing, decorating, preparing the menu, and more. Great fun. - Vamos a decorar el restaurante con grandes recipientes de cobre hechos en Santa Clara del Cobre. Les voy a mostrar y explicar los objetos de cobre… Palabras clave: Santa Clara del Cobre 1. All oral presentation topics are based on research. Key words are provided to guide the student's web research. Guidelines for research are provided. Cooperative learning is required. Suggestions are given for audience response. 2. All oral topics have three levels of difficulty, A, B and C. Each level is on a separate page so teacher can choose. 3. Level A provides the student 3 suggestions, level B gives the student 4 suggestions and level C, 6 suggestions. Group work is required to divide the work and prepare for a class presentation. 4. There is always a central theme. All topics are guided. First sentences are provided. Number of pages: 23 Teacher and student rubrics: included Store name: MirafloresCultura International Baccalaureate

Presente H - The complex world of Hispanics in the United States is explored from many points of view. There are seven broad themes: art and pop artists, migrants and the border, food and music, sports and more. Please go to the Preview to examine some pages. 1. ¡Adivina! ¿Quién soy? – Students present someone without revealing his / her name and the class guesses who it is. 2. La herencia hispana – Students have many choices to describe the influence of Hispanics in the US. An example: - El Mes de la Hispanidad o mes nacional de la hispanidad es una celebración. Durante un mes hay muchas actividades para celebrar la comunidad hispana en Estados Unidos. Voy a decir cuándo es. También voy a hablar de las actividades durante el mes. Palabras clave: Mes de la Hispanidad 3. Solo un deportista puede ganar – Propose candidates for a prize. 4. El arte hispano en Estados Unidos – Rich and varied, many forms, much to admire. - El Blanton Museum of Art en Austin, Texas, tiene una colección grande. En la colección hay cuadros, esculturas y fotos. Yo voy a mostrar y explicar fotos de Miguel Álvarez Bravo y sus contemporáneos. Palabras clave: Blanton Museum of Art + Miguel Álvarez Bravo 5. Los chicanos – Defined through language and culture, this minority has great pride. An example: - Voy a hablar de un parque en San Diego, California, el Parque Chicano. El parque está debajo de una autopista. Voy a describir el parque y los murales. Palabras clave: Parque Chicano + San Diego 6. La frontera entre México y Estados Unidos – Controversial and fascinating, the border is interesting for all. 7. Comunidades latinas en Estados Unidos 1. All oral presentation topics are based on research. Key words are provided to guide the student's web research. Guidelines for research are provided. Cooperative learning is required. Suggestions are given for audience response. 2. All oral topics have three levels of difficulty, A, B and C. Each level is on a separate page so teacher can choose. 3. Level A provides the student 3 suggestions, level B gives the student 4 suggestions and level C, 6 suggestions. Group work is required to divide the work and prepare for a class presentation. 4. There is always a central theme. All topics are guided. First sentences are provided. Number of pages: 26 Teacher and student rubrics: included Name of store: MirafloresCultura International Baccalaureate

Presente E, the Southern Cone, has nine broad subjects. One covers the entire region, the other eight are country specific (Argentina 3, Chile 3, Uruguay 1, Paraguay 1). You can read some in the Preview. 1. Una vida mejor – All four countries have many immigrants, some from places you don´t expect like for example, Korea. - Yo voy a hablar de los inmigrantes palestinos en Chile. Voy a empezar con los «cuatro Jorges» y trazar su historia hasta nuestros días. El inmigrante busca una vida mejor lejos de su tierra y los palestinos en Chile han tenido mucho éxito. Palabras clave: Chile + inmigración + palestinos 2. Nos vemos en el café – Meeting in a café is part of life in Argentina. 3. Estás loco – Adventure tourism means taking risks. So let´s find out where you can do crazy excursions. - Voy a practicar el senderismo en el Parque Nacional Perito Moreno. Después voy a hacer un paseo en guanaco. Palabras clave: Argentina + Parque Nacional Perito Moreno; guanaco 4. El tango – Talk about both a dance and a musical style. 5. Bienvenidos a la feria – You have a booth at a trade fair. 6. El desierto de Atacama – A unique ecosystem, the driest desert in the world, rich in minerals and animals. 7. Los estereotipos – Get rid of those stereotypes about Latins. - Antes de la apertura del Canal de Panamá, el estrecho de Magallanes fue de gran importancia. Voy a hablar del estrecho y contarles la historia de Puerto del Hambre y del corsario inglés Thomas Cavendish Palabras clave: Estrecho de Magallanes; Puerto del Hambre 8. El gaucho – The cowboy of the pampas, another stereotype that needs to be redefined. 9. El nuevo centro commercial – Modern shopping centers open all over the world. 1. All oral presentation topics are based on research. Key words are provided to guide the student's web research. Guidelines for research are provided. Cooperative learning is required. Suggestions are given for audience response. 2. All oral topics have three levels of difficulty, A, B and C. Each level is on a separate page so teacher can choose. 3. Level A provides the student 3 suggestions, level B gives the student 4 suggestions and level C, 6 suggestions. Group work is required to divide the work and prepare for a class presentation. 4. There is always a central theme. All topics are guided. First sentences are provided. Number of pages: 32 Teacher and student rubrics: included Name of store: MirafloresCultura Target language only. International baccalaureate

French, a global language, spoken in Africa and the Caribbean! Three mini-thematic units for real beginners, one on Martinique, two on Africa. 1. Un voyage en Martinique, Pack your bags to visit the Caribbean! 2. Youssou N´Dour, Singer, musician, Senegalese 3. Le français en Afrique, Where is it spoken? Who speaks it? The diversity of the French speaking world is a relevation to most students! Teachers often look for materials that will speak to specific students. Two of the units deal with Africa: the first is about music, the second about languages. Teach musical instruments with Youssou N'Dour's band; have your students think how the languages now spoken in North and South America have displaced the original languages. Then focus your attention on Africa and see where French is spoken. This information is an excellent way of practicing quel / quels and quelle / quelles. A young tourist packs her bags for a holiday in Martinique. Review clothing to help her select the right items to pack. Once in Martinique, she writes her friend a postcard, a cloze exercise. Upon her return, she goes back to school where her teacher explains French DOM and TOM. Subject matter: geography, historical background Vocabulary: clothing, days of the week; musical instruments; colonialism Grammar: adverbs of place, aller, faire; articles; avant and après Oral practice: imaginary vacations; band, videos; French spoken in Africa Homework: imaginary vacations; music; languages Internet: Key word list to facilitate a search

Content based thematic units allow students to engage with more complex subject matter despite having only a limited vocabulary. Visit Paris and identify its landmarks. Walk down a specific street and practice il y a. A map of Provence identifies the region through its painters; two songs bring alive its bridges. Sur le pont d'Avignon....Enjoy! 1. Paris 2. La rue Saint-Honoré 3. La Provence Subject matter: introduction to Paris and Provence Vocabulary: city; right and left; rivers Grammar: articles; il y a; il n'y a pas; adjectives Oral practice: identify places in Paris; find an address; identify rivers Homework: places in your own city; describe a region Internet: Key word list to facilitate a search

Maps are fun! There is so much information! No, your students will not be bored, they will never again think map work is boring. And you will be delighted they can find places on the map! Enjoy! Maps! Maps! Maps! All with basic information! Make those grey cells work! Some countries are large both in size and population; others are small in size but large in population. Get to know the different parts of the world where French is spoken. Maps are easy to photocopy and easy to understand! Maps included: Switzerland, Monaco, Luxembourg, Haiti, the French overseas departments, France, Québec and more. Le français en Europe Le français en Amérique Subject matter: geography of French speaking world Vocabulary: countries, languages, nationalities, numbers (1-10) Grammar: être; appeler, parler, articles Oral practice: map work Homework: map work Internet: Key word list to facilitate a search All Miraflores materials are exclusively in the target language.

1. Napoléon 2. Molière 3. Astérix Introduce your students to these three icons of French culture in your first year French class. Napoléon serves as a wonderful introduction to the vocabulary of the family because it combines the family with the historic reality. The unit on Molière, who is usually taught at a more advanced level where there are a lot fewer students, permits your students to do easy comparisons between school plays and Molière's works. Finally, Astérix introduces a cartoon character who is emblematic of the French speaking world. Subject matter: introduces people and cartoon character Vocabulary: members of the family; European countries; basic vocabulary of the theater and cartoon Grammar: possessive adjectives; avoir; comment and où; interrogative pronouns Oral practice: Napoleon's family; my family; theater and plays at my school Homework: genealogical tree; a play; a cartoon Internet: Key word list to facilitate a search

Content based materials! Beginners! Use these pictures to contextualize both clothing and colors. Learn about the Day of the Dead and integrate the vocabulary seamlessly. Everything in the target language. Miraflores la editorial dedicada a la cultura. Día de Muertos.

Miraflores does language in context. Here is a way to learn and review the numbers 1-100 with images from Québec. This is an ORAL exercise. Some teachers might like it for review and consolidation while others use it for preseting the numbers. (Stop and repeat when your students get stuck.) Numbers 70 to 100 are hard! I have opted for not writing the numbers out because pronounciation is much better when students listen instead of reading. The numbers are in order, from 1 to 100. Students look at the image and say the number. They can work in pairs, in threes, the entire class can participate. If there are images that are of interest, take a moment to talk about Québec, Canada´s French speaking province where all the street signs are in French. Encourage your students to read the words they do not know and you will notice how they like to figure them out. The images help!

**With every picture, students have to make a choice! **They visit Teotihuacán virtually. Why a photo-essay instead of a video? I could have very easily made a video on my recent trip to Teotihuacán. But I didn´t. I wanted this to be a participatory exercise, a CI resource. Active, not passive. The photo-essay is specifically aimed at Spanish learners at the Beginners 2 level. Every image has a prompt to make it an active experience. If I had chosen a video, it would be passive viewing and that is what I wanted to avoid. What do young people do when they visit Teotihuacán? They climb the pyramids. They race around and climb up and down, bursting with excitement, legs hurting from the many steps, often sunburned and always eager to buy trinkets from the vendors. I have focused on subir / bajar and comprar / vender.

Compare a woman from your country to Mexico’s China Poblana. · Use the text about the China Poblana as a starting point for a comparison. · Although the China Poblana was born in India, she has become the idealization of the Mexican woman. · Students compare the China Poblana to a woman in their own country who has also become a legend. · Students juxtapose the facts about the real person to the the made up facts that surround the legend. Assignment: Compare la China Poblana to ONE of the following women: · Pocahontas and SIX more suggestions for American women · Laura Secord, Canada · Eva Perón, Argentina · Joan of Arc, France and FIVE more suggestions of women from other countries Themes for cultural comparison: Personal life Clothing Art Cinema AND SIX more suggestions for cultural comparisons.

Hands on effective teaching. Entirely in Spanish. For high beginners or intermediate Spanish, middle and high school. A ONE PERIOD activity. Team collaborative activity. Taste, talk, read, think. Students learn about one the most important foods that the Americas gave to the world. Potatoes are not only eaten world wide but also have industrial use. Their variety is huge, their past fascinating. Includes: Tasting. Compare the picture of a child in the Andes with a Van Gogh painting of people eating potatoes. Work on geography with potato dishes from around the world. Everything from tortilla de patatas to samosas. Timed reading about potatoes with synthesis. Vocabulary of the potato with caloric information. Answer key Teacher’s guide

Hands on effective teaching. HOT! HOT! Entirely in SPANISH!!! For high beginners and intermediate Spanish levels. A ONE PERIOD activity to introduce chili peppers. Taste, talk, think!! One the most important foods that the Americas gave to the world. Students will learn about a huge addition to the world culinary feast. Before Columbus, there were no chilis except in the Americas. Columbus took chilis back to Europe. From there they spread and were adopted by many Asian and African countries. Now they are a mainstay of their cuisine. Includes: Pick and chose parts you want to do. Tasting Analyzing strength and potency Short reading for high beginners or intermediate levels Timed two minute reading for the same level. The vocabulary of body parts affected when one eats chilis. Class discussion and information

Two content-based units about Venezuela. Please preview. Unit 1. El petróleo: mucho más que un producto de exportación Venezuela supplied most of the oil used in the eastern states of the United States. How has the country used the oil wealth? Well? Poorly? Practice ordinal numbers and get your students to talk about oil dependence and consumption. What is petroleum used for? What is its future? Unit includes: Subject matter: daily life Vocabulary: ordinal numbers Grammar: agreement Oral practice: products made from oil Homework: consequences of rules banning use of petroleum run vehicles Internet: Key word list to facilitate a search and further research Answer key Unit 2. Simón Bolívar, el Libertador Bolívar’s face in on the bills; there is a mountain named after him; there is a city named after him; there is even a country named after him. Does that sound familiar? That’s right! Just like Washington. (He has a state not a country, named for him.) Learn more about Bolívar and make history come alive. Unit includes: Subject matter: history Vocabulary: government, democracy Grammar: preterit Oral practice: George Washington and other figures Homework: national heroes Internet: Key word list to facilitate a search and further research Answer key All Miraflores resources are exclusively in the target language. Full disclosure. For reasons I don´t understand, this is not a popular unit although my own students thought it interesting to learn about a national heroe and even more interesting to discuss oil and the future of our planet. Go figure. The continuing unravelling of Venezuela also makes petroleum, its sale and misuse, a difficult subject.

Two culture units on Colombia, probably one of the countries that invokes the greatest number of stereotypes. Click on Preview and read both units. All the Miraflores thematic units include: a level appropriate reading, comprehension, contextualized vocabulary and grammar, oral and writing assignments, Internet key words to further the themes and the answer keys. Unit 1. Gabriel García Márquez, escritor colombiano García Márquez was a great Colombian writer and although at this level the students cannot read his novels, they will get acquainted with his work. Many students never make it to the advanced levels, so I like to introduce writers earlier. This unit relates his works to information about Colombia. Unit includes: Subject matter: literature, culture Vocabulary: literary Grammar: preterit Oral practice: a novel Homework: a novel you have read Internet: Key word list to facilitate a search Answer key Unit 2. La cocaína, problema de nuestros días I had no restrictions, so a unit on drugs was fine. Understanding trade, middle men and cartels was fascinating. Sometimes the group discussion about legalization was very heated, other times students were all on the same page, and agreed on what needed to be done. It was also very instructive about what was happening inside and outside of my classroom. The first time I was surprised at the amount of information they all had about where drugs could be purchased, their price and more. I kept my mouth firmly shut when I left the classroom. Unit includes: Subject matter: daily life Vocabulary: commercial Grammar: preterit perfect Oral practice: drug problems in your community Homework: should some drugs be legal? Internet: Key word list to facilitate a search Answer key Comprehensible cultural input.

Contextualization. Use the Grimaldi Palace to learn the room in the house; Belgian chocolates to do the vocabulary of food and review number and telling time with Swiss clocks. Small countries, big histories. The Grimaldi Palace is a wonderful way to practice the rooms in the house and proves the strength of content based learning! So much better than a pretend house! Students compare their homes to a grand palatial residence. Switzerland is the land of watches. This unit allows you to review numbers both to tell time and to introduce or review the European currency, the euro. We always teach the vocabulary of food. Let's start with chocolates. So delicious! So Belgian! ALSO AVAILABLE IN A BUNDLE: FRENCH BEGINNERS CULTURE BUNDLE. SIX SETS OF THEMATIC UNITS! THE ENTIRE FRENCH SPEAKING WORLD FOR BEGINNERS 1. Subject matter: introduces three countries through chocolates, watches, palace Vocabulary: foods; days of the week; languages spoken; vocabulary of the house Grammar: beaucoup and un peu; ouvrir, fermer and pouvoir; articles Oral practice: ordering a meal; school week (comparison); Grimaldi palace Homework: foods; shopping; home Internet: Key word list to facilitate a search

Topics that inspire! Classroom tested with great success. All oral presentation topics are based on research. Key words guide the student's web research. Guidelines for research are provided. Cooperative learning is required. Suggestions are given for audience response. Spain: Bicycling and queens, cities and paintings! Students investigate and present many facets of Spain’s rich culture. 2. Three levels of difficulty, A, B and C. Each level is on a separate page. 3. Level A provides the student 3 suggestions, level B gives the student 4 suggestions and level C, 6 suggestions. Group work is required to divide the assignments and prepare for a class presentation. 4. There is always a central theme. All topics are guided. First sentences are provided. ALSO AVAILABLE IN A BUNDLE. EIGHT SETS OF ORAL PRESENTATIONS (PRESENTE A - PRESENTE H) FOR THE PRICE OF SIX. Presente B has 8 topics about Spain, each divided into three levels of difficulty. Here are the topics and some examples. 1. Visita Madrid – Each student acts as a tourist guide, guía de turismo, and takes the audience on a guided tour. One example: - ¡Tenemos mucha suerte! Esta semana celebramos la fiesta de San Isidro. Les voy a explicar la fiesta y vamos a participar. Palabras clave: Madrid + Fiesta de San Isidro 2. ¡Felicidades¡ Students hand out a prize and explain what it is for. One example: - Los Premios Zarcillo son para los mejores vinos españoles. Me complace otorgar el Gran Zarcillo de Oro y hablar de la región donde crece la vid del ganador. Palabras clave: Premios Zarcillo + Gran Zarcillo de Oro 3. «Vuestra Majestad» Participate in an «audience» with the queen, Isabel la Católica. An example: - Vuestra Majestad, vengo con alimentos del Nuevo Mundo. (Escoge varios.) Voy a decir cómo se llaman y dar sus colores y tamaños. Palabras clave: alimentos del Nuevo Mundo 4. Guernica – Oral presentations on the painting, the town, the bombing, all with the same name. 5. La Vuelta a España - Report on Spain´s national bicycle race, the Spanish equivalent to the Tour de France. 6. Monumentos – Associate an iconic landmark with a city. - Cuenca es la ciudad de las Casas Colgadas. Yo también tengo fotos. Es una ciudad fortificada. Es una ciudad bonita. Palabras clave: Cuenca + Casas Colgadas 7. Toros – A controversial subject. Different students explore and present conflicting opinions. 8. Don Quijote – Spain´s most famous book and its illustrious protagonist, Don Quijote. - Voy a hablar de Sancho Panza, el segundo personaje del libro. Primero, usando un cuadro, voy a describir su aspecto físico. Luego, voy a describir su carácter. Palabras clave: Sancho Panza

A CI activity. Every picture has a question or a space to fill or a comment to make. Engage your students in cultural resources! Learn about how holidays are celebrated in other countries. Both inside homes and in public places, nacimientos are a tradition in the Spanish speaking world. They can be large or small, made out of many different materials and can be sophisticated or very simple. In some countries the baby Jesus is only placed in the nacimiento on December the 25th. Pido por favor que agradezcan con un Like.