Introduction

Welcome to your essential guide for leveraging Generative AI in the IB Spanish B classroom. The following 101 prompts have been meticulously crafted based on the current IB Language B curriculum (first assessment 2020) to support both educators and students in mastering the course.

This guide is built around the five prescribed themes—Identidades, Experiencias, El ingenio humano, La organización social, and Cómo compartimos el planeta—and is aligned with the specific assessment objectives for Standard Level (SL) and Higher Level (HL).

How to Use These Prompts:

For maximum effectiveness, copy, paste, and adapt the prompts by replacing the bracketed information [like this] with your specific content, such as a subtopic, a student’s proficiency level, a text type, or a pasted text/URL. The more context you provide the AI, the more tailored and useful the response will be.

Section 1: Educator Prompts (50)

These prompts are designed to streamline planning, create engaging materials, and assess student progress effectively.

Part A: Planning & Curriculum Design (15 Prompts)

Year-Long Plan: “Generate a comprehensive year-long curriculum map for IB Spanish B [SL/HL], distributing the five prescribed themes and key grammatical concepts across four academic quarters.”
Unit Plan: “Create a detailed 6-week unit plan for the IB theme ‘El ingenio humano’ for an [HL] class. Include weekly subtopics, learning objectives, suggested authentic materials (podcasts, articles), activity ideas, and formative assessment checks.”
Authentic Resources: “Find 5 authentic Spanish-language online resources (e.g., news articles, blog posts, short videos) related to the subtopic ‘Migraciones’ under the theme ‘Experiencias’. For each resource, provide a brief summary and suggest a classroom activity.”
Connecting Themes: “Design a concept map that visually connects the theme ‘Cómo compartimos el planeta’ with ‘La organización social’, highlighting at least three overlapping subtopics like ‘globalization,’ ‘ethics,’ and ‘the environment’.”
HL Literature Integration: “Suggest two contrasting Spanish-language literary works suitable for an [HL] class. Justify your choices based on thematic relevance to ‘Identidades’ and ‘Experiencias’, and potential for rich analysis.”
Essential Questions: “Generate a list of 10 thought-provoking essential questions for the theme ‘Identidades’. The questions should encourage critical thinking and be suitable for guiding class discussions and written reflections.”
Vocabulary Scaffolding: “Create a tiered vocabulary list (beginner, intermediate, advanced) for the subtopic ‘Redes sociales’ under ‘El ingenio humano’. Include the Spanish word, English translation, and a contextual sentence for each.”
Project-Based Learning: “Outline a project-based learning (PBL) assessment for the theme ‘La organización social’. The project should require students to research a social issue in a Spanish-speaking country and present their findings using a specific text type (e.g., an official report, a documentary script).”
Interdisciplinary Links (TOK): “Identify three Theory of Knowledge (TOK) questions that naturally arise from the IB theme ‘El ingenio humano’, particularly from the subtopics of scientific and technological innovation.”
Grammar Integration: “Develop a plan to integrate the Spanish subjunctive mood thematically within the ‘Experiencias’ unit, linking its use to expressing emotions, doubts, and desires related to travel and life events.”
Text Type Focus: “Create a semester plan that systematically introduces and provides practice for the five main text types required for Paper 1 writing, assigning each to a relevant theme.”
IA Planning: “Generate a list of 10 diverse and engaging visual stimuli (describing the images in detail) that would be appropriate for the SL Individual Oral, with each image clearly linked to a different prescribed theme.”
SL vs. HL Differentiation: “Create a table that outlines differentiation strategies for a mixed [SL/HL] class studying the subtopic ‘El ocio’ (Leisure). Detail how activities, texts, and expectations would differ for each level.”
Assessment Schedule: “Draft a balanced assessment schedule for one semester of IB Spanish B [SL/HL], including at least two formative checks, one Paper 1 practice, one Paper 2 practice, and preparations for the Individual Oral.”
Resource Curation: “Act as a librarian. Curate a list of 5 podcasts, 5 YouTube channels, and 5 news websites from different Spanish-speaking countries that are suitable for IB Spanish B students to follow for ongoing authentic language exposure.”

Part B: Lesson Delivery & Activities (15 Prompts)

Role-Play Scenario: “Create a detailed role-play scenario for two students. Student A is a tourist in [Country] who has lost their passport. Student B is a police officer. The dialogue should require the use of the preterite and imperfect tenses and relate to the theme ‘Experiencias’.”
Reading Comprehension: “Take the following news article [paste article text or URL] and generate 5 IB-style reading comprehension questions (e.g., multiple choice, find the synonym, short answer) for a Paper 2 practice.”
Listening Comprehension Script: “Write a 250-word script for a listening comprehension audio track. The script should be a dialogue between two friends discussing the environmental impact of fast fashion, related to ‘Cómo compartimos el planeta’. Include background noise cues [like cafe sounds].”
Debate Topic: “Formulate a debate topic related to ‘El ingenio humano’, such as ‘Artificial intelligence will create more problems than it solves.’ Provide 3 arguments for the ‘for’ side and 3 for the ‘against’ side, with key vocabulary.”
Gallery Walk: “Design a ‘gallery walk’ activity with 5 stations. For each station, provide a provocative image or a short quote related to the theme ‘Identidades’ and a corresponding question that prompts student reflection and discussion.”
Jigsaw Activity: “Create a jigsaw reading activity. Divide the topic ‘Los derechos humanos’ (from ‘La organización social’) into four sub-sections. Provide a short paragraph for each section, which will be given to a different ‘expert’ group.”
Interactive Starter: “Generate a 5-minute starter activity (a ‘Do Now’) for a lesson on ‘Salud y bienestar’ (‘Identidades’). It should be a ‘would you rather’ (¿Qué preferirías?) game with 5 health-related dilemmas.”
Textual Analysis (HL): “Take this literary extract [paste extract] from [Literary Work]. Generate 3 guiding questions that help [HL] students analyze the author’s use of imagery and symbolism.”
Grammar Drill: “Create a 10-question fill-in-the-blank quiz on the uses of ‘por’ vs. ‘para’, with sentences themed around ‘Experiencias’ (e.g., travel, exchanges).”
Creative Writing Prompt: “Provide a creative writing prompt for a short story (200 words). The story must start with the line: ‘Nunca imaginé que ese viaje cambiaría todo…’ and incorporate at least 5 vocabulary words related to personal growth from the ‘Identidades’ theme.”
Video Discussion Guide: “Take this video [paste YouTube URL] about a social initiative in Colombia. Create a 3-part viewing guide: 1) questions to answer before watching, 2) details to listen for during watching, and 3) discussion questions for after watching.”
Differentiated Text: “Rewrite the following complex article [paste article text] on renewable energy to make it accessible for a lower-proficiency student, simplifying sentence structures and adding a glossary of 5 key terms.”
Exit Ticket: “Generate 3 ‘exit ticket’ questions to quickly assess student understanding at the end of a lesson on the subtopic ‘Relaciones sociales’ (‘Organización social’).”
Paper 1 Text Transformation: “Take this formal email [paste email text] and ask students to rewrite it as an informal blog post, focusing on changing the register, tone, and conventions.”
IA Photo Prompt: “Describe a photo of a bustling, multicultural food market. Generate three open-ended questions an examiner might ask a student about it, connecting it to the themes of ‘Identidades’ and ‘Experiencias’.”

Part C: Assessment & Feedback (15 Prompts)

Paper 1 Prompt: “Create a Paper 1 writing prompt for an [SL] class. The task is to write an article (250-400 words) for the school magazine about the importance of participating in community service projects. This relates to the theme ‘La organización social’.”
Paper 1 HL Prompt: “Create a Paper 1 writing prompt for an [HL] class. The task is to write a formal letter (450-600 words) to the city council proposing a new initiative to improve local recycling programs, based on the theme ‘Cómo compartimos el planeta’.”
Rubric Creation: “Develop a simplified, student-friendly rubric for a class presentation based on the IB criteria of Language, Message, and Intercultural Understanding.”
Feedback Generation: “Act as an IB Spanish B examiner. Read this student’s practice Paper 1 response [paste student text]. Provide constructive feedback based on the three criteria: Language (accuracy and complexity), Message (clarity, relevance, and development), and Conceptual Understanding (text type conventions).”
Error Correction: “Analyze this paragraph written by a student [paste paragraph]. Identify the top 3 recurring grammatical errors and create a targeted mini-lesson with explanations and practice exercises to address them.”
Listening Quiz: “Based on this audio script [paste script], create a 5-question listening comprehension quiz in the style of Paper 2, Section A.”
IA Mock Feedback: “I will provide a transcript of a student’s mock SL Individual Oral presentation. Act as their teacher and provide two ‘stars’ (things they did well) and one ‘wish’ (something to improve for next time).”
HL Lit Essay Question: “Generate an essay question for [HL] students on the novel [Literary Work], focusing on how the author explores the theme of social alienation. The question should be similar in style to a final exam prompt.”
Peer Assessment Guide: “Create a checklist for students to use when peer-assessing each other’s Paper 1 writing drafts. The checklist should have 5 key points to look for, including use of varied vocabulary and correct text type format.”
Test Blueprint: “Design a test blueprint for a unit-end summative assessment on the theme ‘Experiencias’. The test should include a reading section (20 points), a writing section (20 points), and a listening section (10 points).”
Model Answer: “Write a high-scoring model answer (approx. 350 words) for the following [SL] Paper 1 prompt: ‘Write a blog post about a festival or tradition from your culture that you recently enjoyed.’ Ensure it demonstrates strong command of language and text conventions.”
Common Mistakes: “Generate a list of the 5 most common mistakes students make in the Paper 1 writing exam and suggest a strategy to avoid each one.”
Reading Strategy Guide: “Create a one-page guide for students on how to approach Paper 2 reading comprehension, with tips for skimming, scanning, and identifying question types.”
Self-Assessment Tool: “Create a self-assessment questionnaire for students to complete after a class debate. The questions should prompt them to reflect on their linguistic performance, the clarity of their arguments, and their listening skills.”
Portfolio Checklist: “Develop a checklist for a student’s digital language portfolio. It should include categories for written work, oral recordings, vocabulary lists, and cultural reflections for each of the five IB themes.”

Part D: Enrichment & Differentiation (5 Prompts)

CAS Connection: “Design a CAS (Creativity, Activity, Service) project idea that connects directly to the IB Spanish B theme ‘Cómo compartimos el planeta’. The project should involve research, community interaction, and a final reflection written in Spanish.”
Advanced Learner Challenge: “Challenge a high-flying student: ‘Translate this short, nuanced English poem about identity into Spanish. Then, write a 150-word reflection in Spanish explaining your key translation choices.'”
Kinesthetic Learning: “Suggest a kinesthetic activity for learning vocabulary related to ‘El ocio’ (Leisure). For example, a game of charades or Pictionary using the new terms.”
Scaffolding Support: “Provide a sentence-starter template for a student struggling to structure a paragraph for a formal essay. The template should guide them through making a point, providing evidence, and explaining it.”
Cultural Extension: “A student is interested in the subtopic ‘Música’ from the theme ‘Identidades’. Suggest a mini-research project where they compare the cultural significance of two different music genres from two different Spanish-speaking countries (e.g., Tango in Argentina and Reggaeton in Puerto Rico).”

Section 2: Student Prompts (50)

These prompts are designed to help you understand concepts, practice your skills, and prepare effectively for all assessments.

Part A: Understanding Concepts & Building Knowledge (15 Prompts)

Simple Explanation: “Explain the difference between the Spanish preterite and imperfect tenses as if you were explaining it to a 12-year-old. Use the theme of ‘Experiencias’ to give examples.”
Concept Map: “Generate a concept map summarizing the IB theme ‘Identidades’, breaking it down into its core subtopics (e.g., lifestyles, health, language, identity) and listing 3 key vocabulary words for each.”
Grammar Tutor: “Act as my Spanish grammar tutor. I don’t understand when to use the subjunctive with impersonal expressions. Can you explain it and give me 5 examples related to ‘Cómo compartimos el planeta’?”
Article Summary: “I am going to paste an article about technological advancements in Mexico. Please summarize the main 3 points in simple Spanish (about 100 words).”
Cultural Comparison: “Create a T-chart comparing and contrasting attitudes towards family (‘La organización social’) in Spain versus a country in Latin America, like Colombia. Base your comparison on common cultural norms.”
Vocabulary Builder: “Give me 10 essential vocabulary words for the subtopic ‘Globalización’. For each word, provide the definition, a synonym, and an example sentence.”
Text Type Deconstruction: “Show me the key features of a formal letter in Spanish. Provide a template with labels for each part (e.g., address, date, salutation, closing).”
HL Lit Character Analysis: “I’m reading [Literary Work] for HL. Ask me 5 probing questions about the protagonist’s motivations and how they relate to the theme of ‘Experiencias’.”
Idiom Explainer: “What are 5 common Spanish idioms related to food? Explain what they mean and how I could use them in a conversation about ‘Identidades’.”
Connector Words: “Give me a list of 10 sophisticated connector words (e.g., ‘sin embargo,’ ‘por lo tanto,’ ‘además’) and show me how to use them to improve a paragraph about an environmental issue.”
Tone and Register: “Show me two examples of a request: one in a formal register (like an email to a teacher) and one in an informal register (like a text to a friend). Explain the key differences in vocabulary and grammar.”
Theme Exploration: “What are the main arguments surrounding the subtopic ‘Ética y tecnología’ from the theme ‘El ingenio humano’? List 2 pros and 2 cons of a specific technology like AI.”
Listening Practice: “Act as a news anchor and write a short (150-word) news report script about a recent social event. I will read it to practice my listening skills.”
Unpacking a Quote (HL): “Explain the meaning and significance of this quote [paste quote] from my HL literary work in the context of the story’s main themes.”
Visual Analysis: “I’m looking at a photograph of a crowded city street with lots of advertisements. What vocabulary and ideas related to ‘El ingenio humano’ (e.g., advertising, consumerism) could I use to describe it?”

Part B: Practicing Skills & Application (15 Prompts)

Conversational Practice: “Let’s have a conversation in Spanish. You are a friend from Argentina, and I just moved to your city. Ask me about my life, my identity, and my experiences. Correct my major mistakes as we go.”
Writing Feedback Loop: “I will write a 300-word blog post about the importance of travel (‘Experiencias’). Afterwards, please give me feedback on my language, message, and use of blog conventions, acting as my teacher.”
Flashcard Creation: “Create a set of 10 digital flashcards for the subtopic ‘Medio ambiente’. The front should have the Spanish word, and the back should have the English translation and a simple Spanish definition.”
IA Presentation Practice: “I have chosen this image for my SL oral: [describe the image, e.g., ‘a family using solar panels on their roof’]. Can you act as my teacher and ask me three questions about it, linking it to ‘Cómo compartimos el planeta’?”
Spontaneous Speaking: “Give me a random topic from one of the five IB themes and I will try to speak about it for one minute. After I’m done, tell me what I did well and one thing I can improve.”
Sentence Rewriting: “Here are 5 simple sentences. Can you help me rewrite them to be more complex by combining them or adding subordinate clauses? [Paste 5 simple sentences].”
Paper 2 Practice: “Find a short news article (around 400 words) about a cultural event in a Spanish-speaking country. Paste it here and then ask me 5 comprehension questions about it, just like in Paper 2.”
HL Oral Practice: “I’m preparing my HL oral on the novel [Literary Work]. Let’s role-play. I will present my points on the extract [paste extract], and then you act as the examiner and lead the discussion.”
Fill-in-the-Blanks: “Create a 10-sentence paragraph about social relationships (‘La organización social’) but leave blanks where the correct form of the subjunctive should be. I will fill them in, and you can check my answers.”
Creative Dialogue: “Write the beginning of a dialogue between a grandparent and a teenager discussing how technology has changed communication (‘El ingenio humano’). I will continue the dialogue for 4 more turns.”
Email Response: “Here is an email I received [paste email]. Help me draft a formal reply of about 150 words, making sure I use the correct register and conventions.”
Listening from Text: “Take this paragraph [paste text] and read it aloud for me (or generate audio if possible) at a natural pace so I can practice my listening comprehension.”
Translation Challenge: “Give me a short, simple English paragraph about a personal hobby (‘Identidades’). I will translate it into Spanish. Then, show me a model translation and highlight the differences.”
Argument Building: “I need to write an opinion piece about whether social media is good or bad for society (‘Organización social’). Help me brainstorm three arguments for the ‘good’ side and three for the ‘bad’ side, with supporting details for each.”
Text Type Transformation: “I wrote this diary entry [paste text]. Can you help me turn the same ideas into a more formal article for a school magazine?”

Part C: Revision & Consolidation (15 Prompts)

Quick Quiz: “Give me a 10-question multiple-choice quiz on the vocabulary from the IB theme ‘Experiencias’.”
Mind Map Summary: “Generate a text-based mind map that summarizes the entire ‘La organización social’ theme, with branches for subtopics, key concepts, and important vocabulary.”
Study Plan: “Create a personalized 14-day study plan for me to revise for my final IB Spanish B [SL/HL] exam. The plan should include a daily mix of reading, writing, listening, and grammar practice.”
Grammar Weakness: “I always confuse ‘ser’ and ‘estar’. Create a short diagnostic quiz with 10 questions. Based on my answers, explain the rules I’m getting wrong.”
Top 5 Review: “What are the top 5 most important grammatical structures I need to master for the IB Spanish B exam? For each one, provide a brief explanation and an example.”
Theme Connections: “How can I connect the theme of ‘Identidades’ with ‘Cómo compartimos el planeta’? Give me three specific examples of topics that link them (e.g., how our consumer identity impacts the environment).”
One-Page Revision Sheet: “Create a one-page revision guide for the theme ‘El ingenio humano’. It should include key vocabulary, potential discussion questions, and examples of relevant text types.”
HL Lit Summary: “Provide a chapter-by-chapter summary (one sentence per chapter) of the literary work [Literary Work] to help me remember the plot.”
Mistake Analysis: “I’m going to paste a practice essay I wrote. Please read it and create a ‘My Top 3 Mistakes’ list, explaining each error and how to fix it.”
Audio Review: “I will record myself speaking for one minute about my daily routine. Can you listen (or read the transcript) and give me feedback on my pronunciation and fluency?”
Exam Tips: “Give me your top 5 tips for managing my time effectively during the Paper 1 writing exam.”
Concept Clarification: “Let’s review. In a few sentences, what is the core idea of each of the five prescribed IB themes?”
Text Type Checklist: “Create a simple checklist I can use to review my writing. It should ask: ‘Have I used the right format? Is my tone appropriate? Is my introduction clear?'”
Verb Conjugation Practice: “Drill me on the future tense. Give me 10 verbs and I will conjugate them in the ‘yo’ form.”
Final Oral Prep: “Let’s do a final review for my SL oral. Give me one potential question for each of the five IB themes that could be linked to a random image.”

Part D: Final Assessment Preparation (5 Prompts)

Mock IA: “Let’s simulate my SL Individual Oral. You show me an image [describe image], I’ll present on it for 3-4 minutes, and then you conduct a 4-5 minute Q&A session with me, acting as the examiner.”
Paper 1 Timed Practice: “Give me a Paper 1 [SL/HL] writing prompt. I will write my response under timed conditions and paste it here. Then, score it out of 30 using the official IB criteria and provide a justification for your score.”
Paper 2 Strategy: “I struggle with the listening comprehension part of Paper 2. Can you give me a step-by-step strategy for how to use the reading time before the audio starts?”
HL Essay Outline: “Here is an essay question for my HL literary work: [paste question]. Help me create a 3-point essay outline with a clear thesis statement.”
Confidence Booster: “I’m nervous about my speaking exam. Can we do a 5-minute warm-up conversation in Spanish about a simple, positive topic like my favorite holiday (‘Experiencias’) to help me relax and build confidence?”

Section 3: Bonus Universal Prompt (1)

This prompt can be adapted for any theme and encourages creative, interdisciplinary thinking for both individuals and entire classes.

The Multimedia Campaign: “Act as the creative director of a Spanish-language advertising agency. Your team has been hired by a non-profit organization to create a public awareness campaign targeting teenagers.
* Topic: [Choose a subtopic, e.g., ‘Consumo ético’ from ‘Cómo compartimos el planeta’]
* Task: Generate the core components for this campaign: