Unidad 2: Un paseo por la ciudad
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Specific descriptors of “Unit 2” on the use of the language
These descriptors represent what the student “can do” with the targeted language after completing this unit. Also, at the end of this unit, the descriptors serve as a tool to measure the student’s improvement through the implementation of the final task of this unit. The students can use the descriptors to evaluate their progress in attaining the four language skills upon the completion of the unit.
For example: I… I can understand simple questions about personal information. (Self-evaluation)
The student… The student can understand simple questions about personal information. (Assessment of student’s achievement)
Descriptors by Skills Written Comprehension Can understand simple information about the most important places in the city and the activities that take place in those locations. Can understand written directions to get to a location. Can understand simple text that describe a city Can understand simple electronic messages related to an experience in the city. Can understand simple electronic messages that describe a city. Can understand simple dialogues related to the city, its services and means of transportation. Can understand time schedules of major means of transportation in a city and its travelling fare. Can understand written articles that describe the different means of transportation in a city. Written Expression Can list the most important places in the community and write activities that take place in each location. Can write directions to get to a certain place. Can write descriptive paragraphs about a city. Can write emails explaining, in a simple way, his/her experience living in a new city. Can write dialogues about a city. Can create a bus schedule including the destinations and fares. Can write descriptive paragraphs about a specific means of transportation. Oral Comprehension Can understand when people talk about the most important places in a community. Can understand when an individual provides the address of a specific location. Can understand when others describe a place. Can understand when somebody speaks about safety in the community. Can understand topics related to the different means of transportation. Can understand when individuals speak of their preference, likes or dislikes towards a particular mode of transportation. Can understand when people talk about routes and schedules. Can understand short dialogues related to a city. Can understand phrases that express emotion towards a certain place. Can understand simple stories about visiting a certain place. Oral Expression Can name the most important places found within a community. Can give and ask for directions. Can describe different places in a community. Can talk about the safety measures in a community. Can express emotion towards a certain place. Can talk about the different means of transportation and its fares. Can express preference for a certain means of transportation. Can speak about routes and schedules. Can express he/she likes and dislikes about the different means of transportation. Can compare two or more means of transportation. Can have simple dialogues related to the community or the different means of transportation. Can express, in a simple way, their experiences when visiting a certain place.
Specific Descriptors for “Unit 2” based on language structure
Can identify vocabulary indicating position. Can indicate the positions of something or somebody. Can confirm something with adequate vocabulary, in Spanish. Can confirm something in different contexts. Can identify appropriate vocabulary to deny something, in Spanish. Can use appropriate vocabulary to deny something in different contexts. Can identify appropriate vocabulary to express doubt, in Spanish. Can use appropriate vocabulary to express doubt in different contexts.
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Subtema 1: ¡Allá!
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Suggested Lexical Content
¿En dónde está…? | ||||||||||||||||||||||||
Specific Learning Objectives
After completing this subtopic, students will be able to: Identify appropriate vocabulary to indicate positions Use appropriate vocabulary to say the positions of something or somebody.
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Suggested Activities
Introducing vocabulary
Step 1 ▪ The teacher will introduce the vocabulary of this lesson through images. ▪ To introduce the vocabulary, the teacher can print the images in a size that can be seen from far or project it. When presenting each image, the teacher will ask the class to indicate what it means in English, guided by the images; for example: if presented with the image of the word “entre” (see the following figure) the students would say “Between”. The same dynamic will continue until all the vocabulary is presented.
Practicing the vocabulary
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Note: a single image can represent several vocabulary words; for example, the following image can be applied to the following words: between, in the middle, to the right, to the left,
Applying the vocabulary
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Step 2
Oral comprehension and Expression
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Written comprehension and Expression
Step 1 The teacher will ask students to complete exercise #35 from the workbook. This exercise contains images with different objects in different positions; likewise, each image contains a question in which the student is asked to locate a specific object. After locating the objects, the student must answer the questions in Spanish and in complete sentences.
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Subtema 2: ¡Claro que sí!
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Suggested Lexical Content
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Specific Learning Objectives
After completing this subtopic, the student will be able to:
Identify an appropriate vocabulary to confirm something, in Spanish. Use an appropriate vocabulary to confirm something in different contexts.
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Suggested Activities
Introduction of vocabulary
Step 1 ▪ The teacher will write the vocabulary for this lesson on the whiteboard. Step 2 ▪ The teacher will ask the students to provide the translation of the listed vocabulary in English. In the event that students do not know these words in English, the teacher will provide the respective translation.
Applying the vocabulary
Step 1
¿Te gusta venir a la escuela? Sí ¿Eres beliceño? Sí ¿Vas a trabajar con nosotros? Claro Tú serás el primero en participar. Bueno. Entonces, tú trabajaste más que ella. Exacto ¿Tendrás el trabajo ante de las 3:00? Seguro.
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Subtema 3: ¡Nunca!
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Suggested Lexical Content
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Identify an appropriate vocabulary to deny something, in Spanish. Use an appropriate vocabulary to deny something in different contexts.
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Suggested Activities
Introduction of vocabulary
Step 1 ▪ The teacher will strategically ask students questions to introduce them to vocabulary expressing denial, for example: Have you traveled to Africa? No/Never Do you have an airplane Ricardo? No And you Esteban? Neither Who, from this class, is millionaire? Nobody If you didn’t take an exam, what will be your grade? Nothing
Written Comprehension and Expression
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Oral Comprehension and Expression
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Note: Teachers can create their own statements or use those provided. If teacher can shuffle them so that all students participate. In the case that a student does not understand a statement, the teacher will not be given the entire translation. The student will be asked what word he/she does not understand. Once the student indicates the word that he/she does not understand, l the teacher or a partner will provide the translation; this is with the intention to encourage the student to try to understand it.
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Subtema 4: ¡Tal vez!
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Suggested Lexical Content
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Specific Learning Objectives
After completing this subtopic, the student will be able to:
Identify an appropriate vocabulary to express doubt, in Spanish. Use an appropriate vocabulary to express doubt in different contexts.
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Suggested Activities
Introduction of Vocabulary
Step 1 ▪ The teacher will write the vocabulary for this lesson on a chart, presenting the Spanish section on the left and the English section on the right. ▪ The teacher will put the chart in front of the class, so that the students become familiar with the vocabulary. ▪ The teacher will give examples of its usage through sentences and questions; for instance: 1. Posiblemente viaje a Plasencia mañana. ¿Vas a viajar a Plasencia mañana?.....Posiblemente 2. Quién sabe si paso el examen de hoy. ¿Vas a pasar el examen de hoy?...Quién sabe
Written Expression
Step 1 ▪ The teacher will ask students to complete exercise #37 from the workbook. In this exercise, students must write a sentence for each of the given vocabulary in this lesson.
Oral Comprehension
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Step 3
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Subtema 5: ¡Mi nueva ciudad!
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Suggested Lexical Content
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Understand simple information about the most important places in the city and the activities that take place in these locations. Understand simple writings that describe a city Understand simple electronic messages that speak about a city. Understand simple dialogues related to a city. List the most important places in a community and write activities that take place in each of these locations. Write descriptive paragraphs about a city. Write emails explaining, in a simple way, his/her experience of living in a new city. Write dialogues about a city. Understand when people talk about the most important places in a community. Understand when others describe a place. Understand when somebody speaks about safety in a community. Understand short dialogues related to a city. Name the most important places found within a community. Describe different places in a community. Talk about the safety measures in a community. Express emotion towards a certain place. Have simple dialogues related to the community.
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Suggested Activities
Introduction of Vocabulary
Step 1 ▪ The teacher will select a student and elicit, in English, one of the most important places in the community. The teacher must write the name of the place on the left end of the whiteboard, leaving space to write its respective translation in Spanish, next to it. ▪ The teacher will continue selecting students until the assigned vocabulary, for this lesson, is completed.
Step 2
Practicing the Vocabulary
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Written Comprehension and Expression
Step 1 ▪ The teacher will ask the students to complete exercise #39 from the workbook. This exercise contains a reading based on the “community”; also, a comprehension exercise based on the reading.
Written Expression
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Oral Comprehension and Expression
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Written Comprehension and Expression
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Mensaje
¡Hola! Soy tu profesor de español. Ya no vivo en Armenia, me mudé a San Martín, en Belmopán. Es mi nueva comunidad. Es muy bonita…; tiene muchas tiendas, un parque, muchas iglesias y gente muy amable. Me encanta este lugar ya que todo está cerca: hospitales, la universidad, migración, los bomberos, los ministerios, el mercado, supermercados, etc. ¿Cómo es tu comunidad?
Oral Comprehension and Expression
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Written Expression
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Oral Comprehension and Expression
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Subtema 6: ¿Dime dónde queda? | ||||||||||||||||||||||||
Suggested Lexical Content
¿En dónde está ubicado el/ ubicada la…? El/la ________ está ubicado/ubicada _________ __________.
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Understand simple information about the most important places in the city. Understand written directions to arrive to a certain place. Write directions to get to a certain place. Understand when an individual provides an address. Give and ask directions.
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Suggested Activities
Introduction of Vocabulary
Step 1 ▪ The teacher will introduce the vocabulary using a sketch of a city. This should be posted on the board or wall, in front of the class. The sketch can be drawn on the whiteboard or cardboard or be projected. ▪ The teacher should introduce the vocabulary gradually; explaining it using the sketch. The teacher must indicate the places on the sketch; for example: if the sentence is “atrás del/de la”, the teacher can point “el banco” and show that it is behind the church, taking into account that the door of the church is on “Rubén” street, while that "the bank" on the "Belize" street.
▪ Each of the words or phrases introduced must be written on one side of the board.
Note: The bolded lines represent the doors of the buildings. These lines are essential to be able to identify the classroom layout; in other words, they must be taken into account when introducing the vocabulary and practicing it.
Practicing the Vocabulary
Step 1
Introduction of Vocabulary
Step 1
¿En dónde está ubicado el/ ubicada la…? El/la ________ está ubicado/ubicada _________ __________.
Step 2
Note: It is important to make it clear to students that the word “is” can be replaced by “está”. For example: ¿En dónde está el mercado? ¿En dónde se encuentra el mercado?
¿En dónde está ubicado el banco? El banco está ubicado entre la calle “Alberto” y la avenida “Belice”, enfrente del “Aeropuerto”.
Written Comprehension
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Written Comprehension
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¿En dónde está la terminal de autobuses?
Written Comprehension
Step 1
La estación de policía está sobre la calle “Belice”, al lado de la “escuela” y el “parque”, enfrente de la “iglesia”.
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Subtema 7: ¿Cómo puedo llegar? | ||||||||||||||||||||||||
Suggested Lexical Content
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Comprehend written directions to locate a certain place. Write directions to locate a certain place. Understand when an individual provides an address. Give and ask for directions. | ||||||||||||||||||||||||
Suggested Activities
Written Comprehension and Expression
Step 1 ▪ The teacher will introduce the sentences of this lesson by writing them on the board. ▪ Using the city sketch used in the previous lesson, the teacher will show the use of the phrases for this lesson. When giving direction it is important to consider the person’s current location. ▪ In the following example, the person is between “España Avenue” and “Alberto Street” (see circle in the sketch) and is looking for the “pharmacy”. This person can be told to walk one block on “España Avenue”; turn to the left; walk two blocks on “Rubén Street”; turn right; walk one block on “El Salvador Avenue; turn left and there he/she will find the pharmacy (see the figure below). ▪ To continue providing more examples, the circle is placed in another position and another place is should be found within the sketch.
Written Comprehension
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Oral Comprehension and Expression
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Subtema 8: ¿En qué viajas? | ||||||||||||||||||||||||
Suggested Lexical Content
A mí me gusta el/la… Lo que no me gusta es el/la…
¿En qué viajas? ¿En qué viajabas? ¿En qué viajaste? Viajo en autobús. Viajaba en autobús. Viajé en autobús.
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Written Comprehension Comprehend simple dialogues related to the means of transportation. Interpret transportation schedules, destinations, means of transportation and the fare for each means of transportation. Understand written texts that describe the different means of transportation.
Written Expression ⮚ Create a bus schedule including its destinations and fares. ⮚ Create descriptive paragraphs on a specific means of transportation. Oral Comprehension ⮚ Comprehend topics related to the different means of transportation. ⮚ Relate to individuals speak of their preference, likes and dislikes towards a particular mode of transportation. ⮚ Understand when people talk about routes and schedules. Oral Expression ⮚ Talk about the different means of transportation and fares. ⮚ Express preference for a certain means of transportation. ⮚ Speak about routes and schedules. ⮚ Express their likes and dislikes about the different means of transportation. ⮚ Compare and contrast between two or more means of transportation. ⮚ Have simple dialogues related to the different means of transportation.
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Suggested Activities
Introduction of Vocabulary
Step 1 ▪ The teacher will ask students in what means of transportation they have traveled. This can be done in English. ▪ As students share the means of transportation they have used, the teacher will write them on the board, leaving a space to write their respective translation in Spanish. Step 2
Practicing the Vocabulary
Step 1
Step 2
A mí me gusta el carro, lo que no me gusta es la lancha.
Step 3
1. All students who have an image must show it to their classmates, so that all of them can see it during the development of the activity. 2. The teacher, who also has an image depicting a means of transportation, will start the activity in the following way: if the teacher has an image of an airplane, he/she would say: A mí me gusta el avión, lo que no me gusta es el autobús. The student who holds the image of the bus will say: A mí me gusta el autobús, lo que no me gusta es la carreta (if he/she selects the cart); in other words, the image that the participant has is the one that he/she likes; while the image he/she selects is the one he/she doesn't like. It is important that the images are not labeled. Also, the vocabulary should be erased from the board to carry out this activity. 3. When the participating group has had enough practice, the images will be passed to the second group, so they can also practice the vocabulary of this lesson.
Written Comprehension
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Written Expression
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- Nombre del medio de transporte. - Color - Aspecto (como se ve) - Comodidad (Explicar por qué) - Tamaño - Costo (¿Cuánto vale) - Ventajas y desventajas del medio de transporte. - Escribir por qué es su favorito o por qué lo prefiere.
Oral Expression and Comprehension
Step 1
- Nombre del medio de transporte - Color - Comodidad (Explicar por qué) - Tamaño - Aspecto (como se ve) - Costo (¿Cuánto vale) - Ventajas y desventajas del medio de transporte. - Escribir por qué es su favorito o por qué lo prefiere.
Oral Expression and Comprehension
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Step 2
- Presentar el medio de transporte que ofrecen. - Mencionar la ruta que tendrá o el servicio que prestan. (De qué lugar a qué lugar) - Hablar de los horarios de salida y de regreso. - Hablar de precios. - Hablar de la comodidad que tendría el pasajero al viajar en este medio de transporte.
Step 3
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Subtema 9: ¡Me encantó visitar el museo! | ||||||||||||||||||||||||
Suggested Lexical Content
In this section students will apply the vocabulary studied in the previous lessons.
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Specific Learning Objectives
After completing this subtopic, the student will be able to: Comprehend phrases that express emotion towards a certain place. Understand simple stories about visiting a certain place Express, in a simple way, their experiences when visiting a certain place. | ||||||||||||||||||||||||
Suggested Activities
Written Comprehension and Expression
Step 1 ▪ The teacher will ask students to complete exercise #47 of the workbook. This exercise contains a story of a group of students visiting important places in the community. In addition to oral reading, the exercise has a reading comprehension section.
Oral Expression and Comprehension
Step 1
They will have a conversation where they talk about the place they visited. In the conversation they will relate their experiences and recount the means of transportation in which they traveled, who went with them, and how much they paid or spent to get to the place; likewise, they must describe the place, mention the services they offer and what activities they did while at this place.
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Tarea final de la unidad 2
FASE 1: Written comprehension and Expression.
Using a social network such as Skype, Twitter, Facebook, etc., the students will role play the following scenario: A student came to live to Belize City from the city of San Salvador. After a year he/she connects with his/her best friend from El Salvador (The teacher) and he/she starts talking about both cities. In the conversation, the friend who lives in EL Salvador asks him/her many questions about Belize, such as: 1. ¿Cómo es la ciudad de Belice? 2. ¿Cómo son las casas, los supermercados, los parques, etc.? 3. ¿Dónde es mejor? ¿El Salvador o Belice? 4. ¿Cómo es la seguridad en la ciudad? 5. ¿Qué es lo que más te encanta/gusta de Belice? 6. ¿Cuánto cobran los buses/taxis/botes? 7. ¿Cuál ha sido su mejor experiencia en Belice? The student residing in Belize must provide details to keep his friend from El Salvador well informed.
FASE 2: Written Expression
Students must write a dialogue in which a tourist asks a Belizean for information about a tourist destination in Belize and how to get there. The conversation must have no less than 10 questions from the tourist. Questions should be focused on the following areas: 1. Las actividades turísticas 2. Los medios de transporte 3. Rutas y precio 4. Tiempo 5. Direcciones 6. Seguridad 7. Comodidad 8. Servicios Responses, by the Belizean, should be detailed.
FASE 3: Oral Comprehension
The teacher will play a video about the city of “Barcelona” found it in the following link: https://www.youtube.com/watch?v=nAtNtonmL-s The teacher will provide an exercise based on the video. (Appendix 3)
FASE 4: Oral Expression
Each student will select a Spanish-speaking country in which they will identify places of attraction and the activities that can be carried out; also, the services and comfort that a person can enjoy when visiting it. Having the information ready, the student will prepare a PowerPoint presentation which he/she will use to convince the class that this country is the perfect destination to visit. The presentation should not take less than 5 minutes.
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