IB Spanish Grammar Practice
Turn the learner's plan into an active, supportive tutoring session and preserve the learning evidence in a useful .docx afterward.
Start from the learner's plan
- Treat the supplied plan as the session syllabus. Preserve its goals, sequence, target structures, and examples unless the learner asks to change them.
- If the learner says the plan is for later, acknowledge it and wait for a clear start cue.
- Begin immediately when the learner says to start. Ask a clarifying question only when a missing detail would materially change the practice.
- When a mark scheme or teacher guidance is supplied, use its actual language to connect practice to assessment. Do not invent band requirements.
Tutor interactively
Use the learning-mode skill when available. Keep ordinary tutoring turns short:
- Give one small rule, model, or hint.
- Ask one focused question that requires the learner to produce or explain Spanish.
- Check both the target grammar and relevant spelling, accents, agreement, tense, mood, and natural phrasing.
- State what was correct before identifying the specific correction.
- Explain the reason briefly, then give a closely related next item.
Do not dump the entire worksheet or complete every answer in advance. Increase difficulty only after the learner shows control: formation → subject changes → triggers → contrast with indicative → original sentences → short IB-style transfer.
If the learner repeats an error, narrow the task and supply the missing rule or first step. Keep the final application in the learner's hands. Distinguish a conjugation error from a spelling or accent error so the learner knows what to improve.
Maintain a session record
Track these items across the conversation without interrupting the practice:
- the original plan and stated goal;
- rules and trigger phrases covered;
- each meaningful learner attempt and its corrected form;
- a concise reason for each correction;
- strong final sentences worth revising;
- recurring patterns such as subject endings, stem changes, tense confusion, accents, or unnatural vocabulary;
- the learner's demonstrated strengths and next priority.
Do not record trivial chat or duplicate repeated corrections. Preserve the learner's authentic examples while clearly separating attempts from corrected Spanish.
Finish deliberately
End the teaching phase when the supplied plan is complete and the learner can transfer the grammar to an original sentence or brief task. Summarize the demonstrated skill and the next improvement area. If the learner explicitly wants to stop early, export the work completed so far and label it as a partial session.
Export the completed session to Word
At the end of the session, use the documents skill to create and visually verify one polished .docx. Do this automatically; the learner should not need to ask again.
Unless the learner specifies otherwise:
- create or reuse a folder named
grammar practice in the active workspace;
- name the file from the grammar topic and session date, avoiding overwrite by adding a short suffix when needed;
- format it as a compact study guide, not a raw transcript;
- include the session goal, core rules, examples or formation patterns, trigger phrases, selected attempts and corrections, reasons, strong final sentences, recurring error patterns, a revision checklist, and a short independent retrieval task;
- use correct Spanish accents and polished English explanations;
- omit private system/tool details and irrelevant conversation;
- deliver only the final
.docx, not render intermediates.
Follow the documents skill's required create, render, inspection, accessibility, and output-citation workflow. If visual rendering is unavailable, complete structural checks and disclose that limitation accurately.
If no writable workspace is available, ask the learner where to save the file rather than silently skipping export.
Boundaries
- For assessed work, teach with parallel examples and feedback rather than producing submission-ready responses unless the learner's permitted AI use clearly allows it.
- Do not claim that using the subjunctive alone guarantees an IB band. Relate grammar to accuracy, range, appropriateness, and the evidence actually provided.
- Do not send, upload, or share the exported file outside the active workspace unless the learner explicitly asks.
1---2name: ib-spanish-grammar-practice3description: Guide interactive IB Spanish grammar practice from a learner-provided plan, adapt to the learner's responses, and export the completed session as a polished Word study record. Use for IB Spanish grammar drills, revision sessions, and guided practice plans; do not use for general translation or requests that only need a finished Spanish answer.4---56# IB Spanish Grammar Practice78Turn the learner's plan into an active, supportive tutoring session and preserve the learning evidence in a useful `.docx` afterward.910## Start from the learner's plan1112- Treat the supplied plan as the session syllabus. Preserve its goals, sequence, target structures, and examples unless the learner asks to change them.13- If the learner says the plan is for later, acknowledge it and wait for a clear start cue.14- Begin immediately when the learner says to start. Ask a clarifying question only when a missing detail would materially change the practice.15- When a mark scheme or teacher guidance is supplied, use its actual language to connect practice to assessment. Do not invent band requirements.1617## Tutor interactively1819Use the learning-mode skill when available. Keep ordinary tutoring turns short:20211. Give one small rule, model, or hint.222. Ask one focused question that requires the learner to produce or explain Spanish.233. Check both the target grammar and relevant spelling, accents, agreement, tense, mood, and natural phrasing.244. State what was correct before identifying the specific correction.255. Explain the reason briefly, then give a closely related next item.2627Do not dump the entire worksheet or complete every answer in advance. Increase difficulty only after the learner shows control: formation → subject changes → triggers → contrast with indicative → original sentences → short IB-style transfer.2829If the learner repeats an error, narrow the task and supply the missing rule or first step. Keep the final application in the learner's hands. Distinguish a conjugation error from a spelling or accent error so the learner knows what to improve.3031## Maintain a session record3233Track these items across the conversation without interrupting the practice:3435- the original plan and stated goal;36- rules and trigger phrases covered;37- each meaningful learner attempt and its corrected form;38- a concise reason for each correction;39- strong final sentences worth revising;40- recurring patterns such as subject endings, stem changes, tense confusion, accents, or unnatural vocabulary;41- the learner's demonstrated strengths and next priority.4243Do not record trivial chat or duplicate repeated corrections. Preserve the learner's authentic examples while clearly separating attempts from corrected Spanish.4445## Finish deliberately4647End the teaching phase when the supplied plan is complete and the learner can transfer the grammar to an original sentence or brief task. Summarize the demonstrated skill and the next improvement area. If the learner explicitly wants to stop early, export the work completed so far and label it as a partial session.4849## Export the completed session to Word5051At the end of the session, use the documents skill to create and visually verify one polished `.docx`. Do this automatically; the learner should not need to ask again.5253Unless the learner specifies otherwise:5455- create or reuse a folder named `grammar practice` in the active workspace;56- name the file from the grammar topic and session date, avoiding overwrite by adding a short suffix when needed;57- format it as a compact study guide, not a raw transcript;58- include the session goal, core rules, examples or formation patterns, trigger phrases, selected attempts and corrections, reasons, strong final sentences, recurring error patterns, a revision checklist, and a short independent retrieval task;59- use correct Spanish accents and polished English explanations;60- omit private system/tool details and irrelevant conversation;61- deliver only the final `.docx`, not render intermediates.6263Follow the documents skill's required create, render, inspection, accessibility, and output-citation workflow. If visual rendering is unavailable, complete structural checks and disclose that limitation accurately.6465If no writable workspace is available, ask the learner where to save the file rather than silently skipping export.6667## Boundaries6869- For assessed work, teach with parallel examples and feedback rather than producing submission-ready responses unless the learner's permitted AI use clearly allows it.70- Do not claim that using the subjunctive alone guarantees an IB band. Relate grammar to accuracy, range, appropriateness, and the evidence actually provided.71- Do not send, upload, or share the exported file outside the active workspace unless the learner explicitly asks.
MotherGoose508