Voting is a key element in a democracy. The battle for women to win the right to vote is one great successes of the twentieth century. The reading contrasts Clara Campoamor, Spanish suffragist and Eva Perón, famous Argentine politician and cult figure. Both fought and won the right for women to vote under very different circumstances. Read about women’s voting rights in the Spanish speaking world and the hard fought battles again patriarchy. Often, they were won only to be lost again. Number of pages 15 - 90 minutes Índice: Páginas 2 – 4 Ejercicio preliminar - el voto femenino – teoría y realidad Páginas 4 – 7 Lectura – Clara Campoamor y Eva Perón Página 7 Interludio música y letra de la canción No llores por mí, Argentina Página 8 Comprensión del texto Página 9 Diminutivos - Evita Página 10 Tarea / Oral – Igualdad de géneros Página 11 - 12 La Red / Guía del profesor Página 13 Prueba Página 14 Clave / Fotos Página 15 Leer, comentar, discutir y concluir

Three contextualized culture units. Three contextualized culture units. The indigenous cultures of Central and South America. Read, write, speak, think. Culture for beginners. Please preview. All Miraflores resources are entirely in the target language. Unit 1. Copán; una ciudad maya The unit on the Maya reviews numbers in two different formats: the Maya and ours. Ours is based on 10, theirs on 5. Discover how pyramids are built, or shall we say layered. Yes, layered. Unit includes: Subject matter: Maya culture Vocabulary: numbers Grammar: adverbs of place Oral practice: other calendars; extraterrestrials Homework: other calendars Internet: key words for Net search Model tests Teacher’s guide **Unit 2. El calendario azteca ** **The Aztec Calendar is round. Ours is usually a rectangle. This shows the diversity in form but not in substance. It does not matter whether we divide the year into 20 months or 12 months, we will end up with the same number of days. How is this possible? This unit underlines the fact that we are all inhabitants of the same planet. Learning that there can be several ways of describing the same facts is important! ** Unit includes: Subject matter: Aztecs Vocabulary: days, weeks and year Grammar: tener Oral practice: other calendars Homework: other calendars Internet: key words for Net search Model tests Teacher’s guide Unit 3. Las misteriosas Líneas de Nasca You can only see the Nazca lines if you fly above them. So it was only in the era of the airplane that they were discovered. Why were they made? Here is a real mystery that still needs to be solved. This unit reviews the vocabulary of animals and body parts. Please note the spelling of Nazca. In Peru the Spanish spelling is now Nasca. Unit includes: Subject matter: Nazca / Nasca (the newer spelling is with an S) Vocabulary: body Grammar: articles Oral practice: extraterrestrials Homework: mysteries Internet: key words for Net search Model tests Teacher’s guide The Piedra del Sol is in the Archeological Museum in Mexico City. Have you seen it? It is huge and there are always groups of school children and tourists milling around, photographing and pointing.

Two units about ecology, a large bird, the stork, and a beautiful park in northeast Spain, el parque de Ordesa y Monte Perdido. Introduce new and varied subject matter. Please preview. Unit 1. La cigüeña blanca Did you know there are no storks in the Americas? Why are there myths about storks, such as the carrier of newborn babies? Did you know the storks are very big, their wingspan up to one meter? In the past these huge birds spent the summer in Spain and other European countries and wintered in Africa, yet with today’s changing climate, many storks have stopped migrating. Why? This fun science unit also deals with storks in the Autonomous Regions, the Spanish equivalent of states or provinces. Unit includes: Subject matter: ecology, Pyrenees Vocabulary: body parts Grammar: comparative and superlative Oral practice: game on Extremadura Homework: animals in danger of extinction Internet: key words for web searches and research. Answer key Unit 2. El Parque Nacional de Ordesa y Monte Perdido A group of friends goes hiking in a Spanish national park near the French border. The text is written like diary entries. One of the hikers describes what they see, do and think about. Of course ecology is important! Students then compare national parks in northern Spain with another in southern Spain and learn about the varied geography of the country. What a way to study the comparative and the superlative, contextualized. Unit includes: Subject matter: ecology, Pyrenees Vocabulary: parks Grammar: comparative and superlative Oral practice: regional and national parks Homework: letter Internet: key words for web searches and research. Answer key I remember clearly when I first saw a stork nest. On my first trip to Spain, a fellow traveler pointed up and I gaped. I had never seen a nest that was several feet wide and was perched on the roof of a church. I kept looking until I saw my first stork. Again I gaped. It was so much bigger than any bird I had ever seen. Amazing. I knew I had to write about this. Also available in an ECOLOGY BUNDLE.

Three thematic units on the Quinto Centenario, 1992. 500 years after Columbus. Please preview. In 1992 Spain celebrated the 500th anniversary of the Encounter, mistakenly called the ‘discovery’ of the Americas. Barcelona hosted the Olympic Games, Seville had the World Fair and Madrid grew by leaps and bounds. These units are much more than just facts: compare the size of your classroom to the length of Columbus’ boats; analyze the consequences of hosting the Olympic Games and find out how the Prado Museum began. **Unit 1. Sevilla. La Expo ´92 y la importancia del Encuentro ** Subject matter: history; tourism Vocabulary: views of the discovery of the Americas Grammar: preterit; articles Oral practice: a concert Homework: immigration and emigration Internet: Key word list to facilitate a search Answer key **Unit 2. Barcelona. ¿Para quién son los Juegos Olímpicos? ** Subject matter: history; sports Vocabulary: sports / business Grammar: preterit; articles Oral practice: comparing products of the New World and the Old World Homework: salaries of stars Internet: Key word list to facilitate a search Answer key Unit 3. Madrid 1992 Subject matter: general information Vocabulary: the city Grammar: preterit; articles Oral practice: comparing products of the New World and the Old World; a concert Homework: students’ background Internet: Key word list to facilitate a search Answer key

Two units for intermediate students. Deal with the fate of our planet through ecology. This is of great interest to all. Content-based and interdisciplinary. Please preview. Each unit includes a pre-reading, a level appropriate reading, comprehension, extension of the subject matter integrating both vocabulary and grammar. An oral that relates the content of the unit to the students’ reality, homework suggestions and Internet key words for further research. **Unit 1. La contaminación en la Ciudad de México ** The strength of content based units is that they present students with reality, including problems that are hard to solve. If Mexico City reduces the number of cars and cuts down the emission of CO2, the consequences are a large reduction in jobs. Unit includes: Subject matter: ecology Vocabulary: urban life Grammar: poder plus infinitive 4 .Oral practice: urban transportation where you live Homework: transportation Internet: Key word list to facilitate a search Answer key **Unit 2. La mariposa monarca ** If the forests where the monarch butterfly spends its winter are fully protected, the people who live in the area and use the wood for cooking are left hungry. How can Mexicans solve these problems? Unit includes: Subject matter: ecology Vocabulary: seasons, animals Grammar: stem change UE 4 .Oral practice: migratory animal Homework: an animal Internet: Key word list to facilitate a search Answer key These two units will elicit lively and thoughtful class discussions! Your students will automatically relate the problems to their own environment and you will see how excited they can get!

Thee mini thematic units for real beginners. Please preview. Do not wait to introduce Cervantes, Picasso and the King of Spain, Felipe VI until your students are «ready.» Writers, painters and kings! What a combination! Introduce these Spanish icons to beginners. Unit 1. Miguel de Cervantes y sor Juana Two icons. A man and a woman. Two writers they have never heard about. Work on cognates, famoso, importante, autor, poeta. The pre-reading prepares the short reading and it is packed with information. Yes, it is possible to do culture with beginners! Unit includes: Subject matter: introduction to Spanish literature, art and history Vocabulary: basic literary Grammar: articles; agreement Oral practice: Cervantes Homework: book Internet: Key word list to facilitate a search Answer key Unit 2. Pablo Picasso Another icon, in this case a painter. My students really liked the paintings. Practice ¿cómo se llama?, practice ser and llamar which are often confusing for the students. All in context. How many students have you corrected when they said, ¿Cómo es tu nombre? Yikes. I don´t want to count. Unit includes: Subject matter: introduction to Spanish literature, art and history Vocabulary: basic basic art Grammar: articles; interrogative pronouns Oral practice: music and art Homework: change paragraph to 3rd person Internet: Key word list to facilitate a search Answer key Unit 3. Felipe VI The family! Everyone teaches the family in Spanish 1. Here is the Spanish king´s family, parents, grandparents, children. Language in context! The students find out that Spain is a constitutional monarchy and learn or review the vocabulary of the family. What more can you ask? Unit includes: Subject matter: introduction to Spanish literature, art and history Vocabulary: royal family Grammar: interrogative pronouns Oral practice: the King´s family Homework: my family Internet: Key word list to facilitate a search Answer key

Four mini-culture units. Each one is only four or five pages long. Please preview to see if units fit with your curriculum. Unit 1. Deportes Sports and music! Two subjects that both students and teachers like. Introduce your students to the World Cup. Have them do a logic exercise to determine who will win the Cup. Inductive and deductive skills are part of the learning process and the Spanish classroom is one more place to learn. Unit includes: Subject matter: sports Vocabulary: names of sports Grammar: ser / hay Oral practice: sports , 5. Homework: sports figures Internet: Key word list to facilitate a search Answer key Unit 2. El fútbol - Messi Unit includes: Subject matter: sports Vocabulary: names of sports Grammar: jugar Oral practice: cartoon about sports Homework: sports figures Internet: Key word list to facilitate a search Answer key Unit 3. Música The music of Spain and the Americas is rich and varied. Introduce your students to the merengue, the chachachá and the tango; learn the names of the instruments and extend the vocabulary. Simple verbs like cantar, presentar and bailar have corresponding nouns. Content based means that the information comes from the text and the students make the connections! Unit includes: Subject matter: music Vocabulary: names of instruments Grammar: interrogative pronouns Oral practice: music Homework: music Internet: Key word list to facilitate a search Answer key Unit 4. Las estrellas de la música popular - Shakira and others Unit includes: Subject matter: music Vocabulary: verbs related to music Grammar: prepositions en and de Oral practice: music Homework: song and dance Internet: Key word list to facilitate a search Answer key Entirely in Spanish.

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 about Chile. Please preview. Be bold! Try new subjects! My students loved these units. Unit 1. El cielo del sur When you look up to the sky, do you really see a Big Dipper or do you join the stars in such a way that you visualize a dipper? When Magellan looked at the sky, he saw a cross and called it the Southern Cross. But when the indigenous people of Chile saw the same stars, they saw the head of a bird. Compare the two interpretations. Relate them to the power telescopes and the scientific discoveries in the Atacama Desert. This unit helps students understand multiple realities. Unit includes. Subject matter: astronomy Vocabulary: the sky, myth and legend Grammar: pronouns Oral practice: the Zodiac, astronomy, astrology Homework: flags and constellations, the Zodiac Internet: key words list to facilitate a search and further research Model tests and teacher’s guide Answer key Unit 2. El Festival Internacional de la Canción de Viña del Mar Popular music is of great interest to many students and teachers. Read about Latin America’s biggest song contest in the Chilean coastal city of Viña del Mar. Compare this music festival to North American award ceremonies and discover ´the monster.´ Unit includes. Subject matter: popular music, Isabel Allende Vocabulary: music, story, novel Grammar: future Oral practice: traveling to a festival Homework: festivals, phobias Internet: key words list to facilitate a search and further research Model tests and teacher’s guide Answer key All Miraflores resources are exclusively in the target language.

One of the biggest challenges for a student is how to find information for his / her oral presentation. Entering the key word ´Spain´ for example, is not enough; the student needs the specific key word. Thus ´Santiago de Compostela´ is going to be a much better choice. If we add to that the word ´Camino´ all of a sudden, the student has something to work with. All the suggestions for oral presentations that follow are based on that premise: give the student the key words for Internet searches and interesting topics, and they will produce amazing work. I know, my students have done so. Important! Please note that this is the first of eight, all called Oral Presentation Topics A, Oral Presentation Topics B, Oral Presentation Topics C, all the way to Oral Presentation Topics H. Oral Presentation Topics A is general, the others are specific to either a country or an area. 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. Presente A has 8 broad topics, each divided into three levels. Here are some examples: 1. Fiestas: Cabalgata de Reyes, Magos de Alcoy, Día de Muertos, Moros y cristianos. One example: - Moros y cristianos es una fiesta tradicional antigua que se celebra en varias ciudades españolas. Tal vez la más famosa es la de Alcoy. Tengo varias imágenes. Voy a explicar esta fiesta. Palabras clave: Moros y cristianos + Alcoy 2. ¿La papa o el maíz? Which food is more important? Was it always so? 3. La Carretera Panamericana – The highway stretches from Alaska to the tip of South America. Students research el Tapón de Darién, the Nazca Lines and much more in between. 4. El agua –... Number of pages: 29 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

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

Two culture units about Colombia, a great painter and a walled city. Contextualized. Content-based. Please preview. Unit 1. Fernando Botero Have fun describing Botero’s over sized people! (What a wonderful way to practice those adjectives!) Acquaint your students with Botero’s huge bodies, round faces and tiny feet. Once they have studied the paintings in this unit, they will also understand his opinions about Colombian society. Unit includes: Subject matter: painter Vocabulary: painting Grammar: descriptive adjectives Oral practice: paintings Homework: stereotypes, Internet: key words for web searches / expand the topics Model tests Teacher’s guide Answer key Unit 2. Cartagena de Indias Cartagena de Indias is the only remaining walled city in South Americas with the walls intact in many areas. The unit is built around two short texts. The first is a dialogue between two young men during the colonial period. The second text describes what the city and its wall, built to protect the city from slave raiders, looks like today. And there is more! García Márquez uses the city as the locale for one of his books and the characters are described within this spectacular colonial city. Unit includes: Subject matter: port city Vocabulary: city Grammar: verbs with stem changes Oral practice: forts Homework: cities named after cities in the Old World Internet: key words for web searches / expand the topics Model tests Teacher’s guide Answer key ALSO AVAILABLE IN AN “ARTS BUNDLE” THAT INCLUDES: 1. Goya / Gaudí / Rodrigo; 3 interdisciplinary thematic units - SP Beginners 1 2. Cervantes and Sor Juana / Picasso / Felipe VI; 3 thematic units - SP Beginners 1 3. Rivera, Orozco, Siqueiros / Indigenous cultures: 2 thematic units - SP Intermediate 1 4. Fernando Botero / Cartega de Indias; 2 thematic units - SP Intermediate 1 5. Las Meninas / Felipe II; 2 thematic units - SP Intermediate 2 (You get ALL five for the price of four) All Miraflores resources are exclusively in the target language.

Three art units at the elementary levels. Enjoy. Please preview. Unit 1 Goya The teacher’s favorite beginners unit! Teach the vocabulary of the family with Goya’s painting, La familia de Carlos IV. In the picture find the parents (the king and the queen), the three sons, the three daughters, the kings’ brother and sister, even a little baby, the grandchild. And what are they wearing? Great fun! Unit includes: Subject matter: painting Vocabulary: family Grammar: agreement Oral practice: student presentations of other paintings Homework: a painting; family tree of Carlos IV Internet: key words for web searches Model tests Teacher’s guide Answer key Unit 2 Rodrigo Students are unfamiliar with Spanish music. Here is an introduction! Find out what music they listen to and why they like it. Unit includes: Subject matter: music Vocabulary: family, music Grammar: gustar Oral practice: musical tastes Homework: fiestas in Spain Internet: key words for web searches Model tests Teacher’s guide Answer key Unit 3 Gaudí Walk through Barcelona in search of the Gaudi sites. First visit the Casa Mila, then on to the church of the Sagrada Familia and finish the day at the Parque Güell. The metro maps and the street map serve as a great way to practice giving directions! Unit inclues: Subject matter: architecture Vocabulary: giving directions Grammarr: subir, bajar, tomar Oral practice: compare 2 houses Homework: give directions Internet: key words for web searches Model tests Teacher’s guide Answer key **ALSO AVAILABLE IN AN “ARTS BUNDLE” THAT INCLUDES: ** Goya / Gaudí / Rodrigo; 3 interdisciplinary thematic units - SP Beginners 1 Cervantes and Sor Juana / Picasso / Felipe VI; 3 thematic units - SP Beginners 1 Rivera, Orozco, Siqueiros / Indigenous cultures: 2 thematic units -SP Intermediate 1 Fernando Botero / Cartega de Indias; 2 thematic units - SP Intermediate 1 Las Meninas / Felipe II; 2 thematic units - SP Intermediate 2

Three easy mini-thematic units for beginners. Packed with information, creative and fun, they are all about Spain. Review and present both the grammar and the vocabulary for Spanish 1 in context. We used to teach our students about the Moorish influence at the advanced levels. Here is the opportunity not only to admire the architecture but also to counter stereotypes and racism. Your students will walk through the Alhambra and practice gustar. They will choose a place to visit in Andalucía and also spend the day at one of Spain’s most popular holiday resorts, Torremolinos. Deductive thinking skills and important information about Muslim Spain are the corner stones of the three thematic units. Unit 1. Ganador(a) del premio " Visita Andalucia" By having the students decide between cities, which one they will visit, they get to know them. ¿Qué lugar vas a visitar? is the basic question the students need to answer in this thematic unit. And of course tastes vary. Students will make different choices and all the time practice gustar, encantar and interesar. Contextualization is the name of the game. Unit 2. Granada: La Alhambra Comprehensible input means that the students understand and enjoy. Here is a text on the Alhambra written for Spanish 1. It includes a lot of information about that most iconic palace and integrates it with basic language skill such as the vocabulary of the house and a review of numbers. Again, both the rooms of the house and the numbers are contextualized since they deal with the rooms of the Alhambra and the dates of the same. This worked well in my class and beginners started to get a real sense of the extraordinary cultural riches of Spain. Unit 3. Una ciudad española: Torremolinos The geography of Spain, with so much water to the north, east and south, makes for a huge number of beaches. Spaniard love their beaches and head for them every summer. They are joined by a large number of foreigners, and in the spring and fall when Spaniards would never go to the beach, these are filled with Scandinavians, Germans, Brits and more. Even in the winter, many northern europeans spend time in the Costa del Sol. This short thematic unit includes beach and hotel choices as well as a full day in Torremolinos. Do food in context. Please click on Preview to read them. Includes: 1. Subject matter: Andalucía: places, people, history 2. Vocabulary: house, hotel, tourism; numbers; meals 3. Grammar: gustar, interesar, encantar, preferir; por la mañana, por la tarde, por la noche 4. Oral practice: interview, an exceptional building, the Alhambra; visit Torremolinos 5. Homework: Decision on place to visit; a postcard; visit Torremolinos 6. Internet: Key word list to facilitate a search 7. Answer key

Presente F – The six oral presentations on the Spanish speaking countries of the Caribbean are divided the following way: three broad themes on the area and one each on Cuba, the Dominican Republic and Puerto Rico. You can examine some oral presentations using the Preview. 1. La música – Explain different musicals styles. Play some music for the class. 2. El carnival – Carnaval is a huge festival with costumes, music and dances. The Cubans tried to abolish it, then rescheduled it in July instead of February. 3. Salimos de vacaciones – The students prepare TV commercials to advertise different places, some famous, others less so. They can video their presentations. 4. El béisbol – Home of many baseball stars, the students research the impact the individuals and the game have had on the Dominican Republic. 5. Carteles cubanos – Propaganda posters for everything are fun to describe and analyze. - Este es un cartel de Ernesto Che Guevara. La foto es del fotógrafo Korda. Su nombre real es Alberto Díaz Gutiérrez. Voy a explicar el cartel y hablar del Che. - Palabras clave: Korda + Ernesto Che Guevara 6. Los parques nacionales de Puerto Rico – P.R. is very rich in parks where people flock to enjoy the day. Students describe a park and then suggest improvements. 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 Name of store: 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

Two units about Ecuador. Please preview. Unit 1. El colegio This unit is a very popular because many schools include school life in their curriculum. Students discover the similarities and differences between their own school and schools in Ecuador. Comparing leads to thoughtful responses. Review and extend school vocabulary (classroom, courses, after school programs). Have the students discover how the same building houses two schools, one in the morning, the second in the afternoon. Unit includes: Subject matter: school Vocabulary: school Grammar: ordinal numbers Oral practice: compare two schools Homework: create a school pamphlet; create a school emblem Internet: key words for more web searches on topic and related topics Model tests Teacher’s guide Answer key Unit 2. El mercado de Otavalo Indoor and outdoor markets. What do they sell? Do you or don’t you bargain? And if you do, are there rules to follow so you are always respectful of other cultures? Here is a guide to bargaining, how, when and how much. Unit includes: Subject matter: market Vocabulary: market Grammar: ser / estar Oral practice: describe a photograph of the market Homework: good manners / bargaining Internet: key words for more web searches on topic and related topics Model tests Teacher’s guide Answer key If you have gone to the Otavalo market, please share in the comments section below. My personal experience was fun but I am not a great shopper so I preferred the Mitad del Mundo. It appealed to my imagination to stand with one foot in the northern hemisphere and the other foot in the southern hemisphere.

España: Galicia Un desastre ecológico: el Prestige El Camino de Santiago Oil not only fuels our engines, it soils our oceans. When the oil tanker Prestige sank off the coast of Galicia, the entire coast line was affected. Like the Exxon Valdes in Alaska, the consequences for the ecology of the region and the livelihood of its inhabitants were colossal. A discussion on our dependence on oil will raise important subjects. Saint James is said to have visited Galicia twice and according to legend is buried in Santiago de Compostela. A cathedral marks the spot and serves as magnet to thousands of pilgrims. During the Middle Ages, pilgrims walked to Santiago from as far away as Germany; today the Pilgrimage Road to Santiago is filled with modern pilgrims of all ages. Whereas in the past they came to receive absolution for their sins, discover why today’s pilgrim walk for months on end. The unit is written from the point of view of a several pilgrims, all with very different goals. This unit also includes a game on the Camino de Santiago that highlights both the peril and the pleasure. Subject matter: ecology, history, legend Vocabulary: ecology, pollution, pilgrim/pilgrimage Grammar: imperfect, preterite Oral practice: each individual counts; the best and worst of El Camino Homework: plant a tree; research into topics of interest Internet: key words list to facilitate a search and further research Model tests and teacher’s guide Number of pages: 24 Answer key: included Store name; MirafloresCultura Intermediate Spanish Middle school Spanish curriculum High school Spanish curriculum Home school Spanish culture for kids Culture and language Hispanic culture for kids Spanish activities for middle school students Spanish activities for high school students All Miraflores resources are exclusively in the target language.

Two units about Spain. Movies and literature. Craziness and death. What more can you ask for? Please preview. Unit 1. Pedro Almodóvar, cineasta Unit includes: Subject matter: movies Vocabulary: movies Grammar: preterit Oral practice: movies, actors, directors, a survey Homework: ID card, movies Internet: key words for Net search Answer key Unit 2. Federico García Lorca, poeta Explore the fascinating world of two great Spanish artists. A great writer, García Lorca and a world famous director, Almodóvar. These two units offer a wonderful introduction to Lorca’s poetry and Almodóvar’s films. Your students will learn the vocabulary of films and poetry; they will write a poem and give opinions on movies! Unit includes: Subject matter: theater Vocabulary: theater, poetry Grammar: preterit Oral practice: theater Homework: ID card, movies; write a poem Internet: key words for Net search Answer key All Miraflores resources are exclusively in the target language.