Unidad 2: Un paseo por la ciudad

 

 

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.

 

 

Subtema 1: ¡Allá!

 

 

Suggested Lexical Content

 

fuera

adentro

encima

debajo

adelante

enfrente

arriba

abajo

sobre

en

atrás

a la derecha

cerca

lejos

aquí

allí

ahí

a la izquierda

enfrente

atrás

acá

allá

entre

en medio

 

¿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.

    

 

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.

 

 

 

                                                 ENTRE

 

 

 

 

   

 

 

 

Practicing the vocabulary

 

Step 1

  • The teacher will print images that represent the vocabulary, without labels. For example:

                                               

 

 

 

  

 

 

 

Step 2

  • The teacher will ask students to place the pupil’s chairs to the center of the classroom, leaving the sides free.

 

Step 3

  • The teacher will paste the images around the classroom wall; then he/she will mention a vocabulary word. The students, who are standing, will have to group themselves in front of the figure that represents the word that the teacher mentioned.

 

Step 4

  • The teacher must go through the different groups and ask them why they consider that the image represents the word he/she mentioned, in Spanish. Students should explain it based on the image.

 

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,

 

 

 

 

 

 

  • The groups will again move away from the image and wait for the teacher to mention another word, and then look for the image that represents the word. The dynamic will continue until the vocabulary is completed.

 

Applying the vocabulary

 

Step 1

  • The teacher will introduce the question: ¿En dónde está el/los/la/las…? Giving its respective translation in English.

Step 2

  • The teacher will provide written examples of its usage, utilizing the figures presented in the previous activities: ¿En dónde está Dalianny? Ella está entre Princess y Freddy.  

 

 

 

 

 

 

 

 

 

 

Oral comprehension and Expression

 

Step 1

  • Using classroom objects (seen in previous lessons), the teacher will select a student and ask for the location of a specific object; for example: the teacher selects Karla and asks her: ¿En dónde está el florero? Students must answer in Spanish and in complete sentences.
  • Once Karla answers, she must select one of her classmates who she will ask the location of another object in the classroom; and so on

 

 

 

 

 

 

 

 

 

 

  • The teacher will continue with this activity until everyone participates: asking and answering

 

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.

 

 

 

 

 

Subtema 2: ¡Claro que sí!

 

 

Suggested Lexical Content

 

claro

exacto

bueno

seguro

 

 

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.

    

 

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

  • The teacher will provide written examples of its usage through simple questions and commands, in Spanish. This activity reinforces the knowledge acquired in the previous activities and in level A2.1. Examples:

¿Te gusta venir a la escuela?     

¿Eres beliceño?     

¿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.

 

 

 

 

 

 

 

 

 

 

 

Subtema 3: ¡Nunca!

 

 

Suggested Lexical Content

 

 

 

no

nada

tampoco

ninguno

nunca

nadie

jamás

ninguna

 

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.

 

    

 

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

  • As soon as the students respond, the teacher will write the answer on the board, showing its meaning in Spanish.

 

no

no

nada

nothing

tampoco

neither

ninguno / ninguna/ nadie

nobody

nunca / jamás

never

 

 

Written Comprehension and Expression

 

Step 1

  • Combining the previous lesson (¡Claro que sí!) with the present one, the teacher will ask students to complete exercise #36 of the workbook. In this exercise, situations or questions will be presented to student in which they will have to affirm or deny, according to their experiences. The student must be precise when responding; in other words, they must respond with a single word of the vocabulary, taking into account the content of what was raised or asked. They will not be allowed to repeat the answer.

 

 

Oral Comprehension and Expression

 

Step 1

  • Using a list of statements, the teacher will read them, one by one, to the class. He/she will select a student to ask a question based on the statement. Example:
    1.               Mi casa se encuentra ubicada en el Distrito de Toledo. ¿Mi casa está en Dangriga? _____
    2.               Ni Carlos ni Esmeralda vino a clase hoy. ¿Quién de los dos vino a clase hoy? _______
    3.               Hoy compré un pollo frito pero mi gato se lo comió. ¿Cuánta comida quedó? _____
    4.               Carolina estudia en la escuela “El Nazareno”. ¿Es Carolina una estudiante? ______
    5.               Andrés es un buen jugador de futbol. ¿Le gusta jugar a Andrés? __________
    6.               Areli ha vivido en Belice por más de 60 años, sin salir del país. ¿Ha visitado, Areli, Nicaragua? _____
    7.               Yesenia es la estudiante más amigable de la escuela. ¿Tiene muchos amigos, Yesenia?______
    8.               Ninguno de mis 10 vecinos tiene carro. ¿Quién tiene carro, de mis vecinos? ________
    9.               Wilber no come carne desde niño. ¿Cuántas veces, Wilber, ha comido pollo?
    10.           Mañana es 31 de diciembre. ¿Es cierto?
    11.           Si tienes un dólar y compras un dólar de empanadas, ¿Cuánto de dinero te queda? ____
    12.           Si tú hablas solo inglés y te encuentras con 3 compañeros que solo hablan español, ¿Quién va a conversar contigo? ___

 

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.

 

 

Subtema 4: ¡Tal vez!

 

 

Suggested Lexical Content

 

posiblemente

a lo mejor

probablemente

indudablemente

quizá

tal vez

quién sabe

a lo mejor

 

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.

    

 

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

 

Step 1

  • The teacher will ask students complete exercise #38 of the workbook. This contains questions based on the content of an audio.

Step 2

  • The teacher will play the audio to students. It contains a dialogue that expresses affirmation, denial, and doubt.

Step 3

  • Students must answer the questions in exercise #38 according to their understanding of the audio.

 

 

Subtema 5: ¡Mi nueva ciudad!

 

 

Suggested Lexical Content

 

el parque

la iglesia

el cine

el mercado

el supermercado

la biblioteca

la librería

el gimnasio

la clínica médica

la terminal de autobuses

la estación de policía

la estación de bomberos

el hospital

el aeropuerto

el banco

la tienda

el hotel

el cementerio

la farmacia

el ministerio

el restaurante

el estadio

el museo

la escuela

 

 

 

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.

   

 

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

  • Once the list of the most important places in the community is written on the board, the teacher, pointing to the first word on the list, will ask the class if they know its Spanish translation.
  • Invite volunteers to provide the Spanish translation of the presented list.
  • If the translation is correct, the teacher will write it next to the selected word; but if it is not, the teacher will continue looking for the correct translation. If none of the students can provide it, then the teacher will provide it.
  • This dynamic will continue until all the vocabulary is translated.

 

 

Practicing the Vocabulary

 

Step 1

  • To practice the vocabulary, the teacher will create two sets of cards containing the names, in Spanish, of the most important places in the community; for example:

 

 

 

 

 

 

 

 

 

  • The teacher should also create a pocket chart to insert flash cards. This should have two columns with spaces for all the vocabulary from this lesson. Between columns you should have the images of the places. This should be posted on the board or wall in front of the class. Example:

 

 

 

 

 

 

 

 

 

 

 

 

Step 2

  • The teacher will ask students to place the desks to one side of the classroom, leaving the center free.
  • The teacher will divide the class into groups of 10. These 10 students will be sub-divided into two groups (5 students per group) who will be named “Group A” and “Group “B”; just as it appears on the chart.
  • The teacher will assign a set of cards to each group.
  • The teacher will place two tables on the center of the class; assigning a table to each group. They should spread the cards on the table.
  • The teacher will say the name of an important place within the community, in English.
  • Each group must find the Spanish translation among the cards they have on their table. Once the students find the correct card, a member of the group must run to where the chart is to insert the card, next to the corresponding image. As soon as the first student returns to their group, the teacher will say the name of another place.
  • Students must complete this activity until completing 5 names of the vocabulary. The group that correctly completes this activity  first is the winner.
  • The losing group must compete with another group of 5.

 

 

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

 

Step 1

  • The teacher will ask students to complete exercise #40 from the workbook. In this exercise, the students must write two paragraphs describing one of the following communities: Corozal, Orange Walk, Belmopan, San Ignacio, Santa Elena, Dangriga, Benque Viejo del Carmen or Punta Gorda.
  • The description must include: the location of the place, what the environment is like, how safe it is, how clean it is, describe the people, among other aspects; likewise, they must list the important places within the given community, and what activities are carried out in each place; for example: money is deposited in the bank. Fruits and vegetables are bought at the market.

 

Oral Comprehension and Expression

 

Step 1

  • Prior to this lesson, the teacher will ask the students to prepare a presentation describing the place where they live. In this presentation they should include: the name of the place, the location, describe how the place is like, the people, the environment, etc.; additionally, they should list the most important places within the community (real or fake), and what activities are carried out in the places. To finish the student will have to show satisfaction of living in the selected community. At the end of each presentation, the teacher will select a student from the class who must ask the presenter a question; it should be based on what was presented.

 

Written Comprehension and Expression

 

Step 1

  • The teacher will share with students an electronic message in which he/she talks about his/her community. Students must respond to the message. This activity must be done entirely in Spanish.

 

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

 

Step 1

  • The teacher will ask students to complete exercise #41 of the workbook. This exercise contains a written dialogue based on a community. Students should complete the second part of the exercise.

 

Written Expression

 

Step 1

  • The teacher will instruct students to group themselves into pairs.
  • Each pair must create a dialogue under the theme “Mi Nueva Comunidad”.
  • The dialogue must be delivered to the teacher for correction.

 

Oral Comprehension and Expression

 

Step 1

  • The teacher will ask students to present the dialogue they wrote in the previous lesson. Students must be familiar with the content of their dialogue, as they will not be allowed to read in this presentation.

 

 

Subtema 6: ¿Dime dónde queda?

 

Suggested Lexical Content

 

calle

avenida

edificio

esquina

cuadra

atrás del/de la

en la misma avenida del/de la

en el mismo edificio del/de la

en la esquina opuesta del/de la

sobra la calle

sobre la avenida

en la misma calle del/de la

enfrente del/de la

al lado del/de la

a un costado del/de la

 

¿En dónde está ubicado el/ ubicada la…?

El/la ________ está ubicado/ubicada _________ __________.

 

 

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.

    

 

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

  • Having introduced and explained the vocabulary, the teacher will ask a volunteer to stand next to the community sketch; at the same time, the teacher will select another student who will indicate the address or location of something in the sketch, the student is to use the vocabulary.     
  • The student who is in front of the sketch must identify and show where the location mentioned by his classmate is applied; for example: if the student said “in the same block”; the other student can show “the park, the police and the school”. The student who is pointing out the places on the sketch can explain it in English or Spanish; the important thing is that they comprehend the vocabulary.

 

Introduction of Vocabulary

 

Step 1

  • The teacher will introduce the following question with its respective answers and write it on the board.

¿En dónde está ubicado el/ ubicada la…?

El/la ________ está ubicado/ubicada _________ __________.

 

Step 2

  • The teacher must explain the difference between “ubicado el” and “ubicada la”, using the vocabulary found in the sketch.

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?

 

  • The teacher will provide examples of both the question and the answer; while making reference to the sketch; for instance:

¿En dónde está ubicado el banco?

El banco está ubicado entre la calle “Alberto” y la avenida “Belice”, enfrente del “Aeropuerto”.

 

Written Comprehension

 

Step 1

  • The teacher will ask students to complete exercise # 42 of the workbook. In this exercise, students will be provided with a city map in which they must identify places, based given addresses/ descriptions. To do this, students must type the name of the place into the correct box provide.

 

Written Comprehension

 

Step 1

  • The teacher will ask students to complete exercise # 43 of the workbook. In this exercise, students will be presented with a sketch of a city map, accompanied by 10 questions so the students can provide directions based on the sketch; for instance:

¿En dónde está la terminal de autobuses?

 

Written Comprehension

 

Step 1

  • Using the same city sketch that was used to introduce the vocabulary, the teacher will invite two volunteers to the front of the class, one of the students will orally ask the other student the location of places while the other will respond to the questions; for example: ¿En dónde está ubicada la estación de policía?
  • The student responding must provide all possible details in his answer; for instance:

La estación de policía está sobre la calle “Belice”, al lado de la “escuela” y el “parque”, enfrente de la “iglesia”.

  • Have students which roles, the student who was asking questions will now answer and vice versa. Repeat this activity until must student have had an opportunity to participate. 

 

 

Subtema 7: ¿Cómo puedo llegar?

 

Suggested Lexical Content

 

camina recto

camina hacia adelante

camina dos/tres cuadras

gire/gira a la izquierda

gire/gira a la derecha

 

 

 

 

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

 

Step 1

  • The teacher will ask students to complete exercise #44 of the workbook. This exercise contains two directions that help a person to find a specific location; it also contains two sketches where the student must draw arrows, from the circle (place where the person is) to the place they are looking for.

 

Oral Comprehension and Expression

 

Step 1

  • The teacher will instruct students to form pairs to role play the following scenario: participant “A” is new in the city; while participant "B" has lived his entire life in the said city.
  • Participant “A” meets participant “B” on the street who greets him/her, introduces himself/herself, and asks him/her to tell him/her how to get to a certain place in the city.
  • Participant “B” responds to the greeting, identifies himself/herself and gives instructions on how to get to the place he/she is looking for; to do this, he/she will use the sketch that was used to introduce the vocabulary phrases for this lesson.
  • It is important that the teacher provides the starting point on the city sketch before students start their role play presentation.
  • All students must participate in this activity.

 

 

Subtema 8: ¿En qué viajas?

 

Suggested Lexical Content

 

carro

camión

autobús

avioneta

a caballo

taxi

bicicleta

motocicleta

avión

barco

lancha

bote

canoa

helicóptero

carreta

 

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.

 

 

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.

    

 

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

  • Having the English list, the teacher will ask students to provide the Spanish translation. In case those students don’t know the translation of a particular vocabulary, the teacher will provide its translation.

 

Practicing the Vocabulary

 

Step 1

  • The teacher will ask students to places the furniture to the side of the classroom to form a circle facing each other.
  • The teacher will also be part of the circle.

 

  Step 2

  • Prior to this lesson, the teacher shall print several images depicting various means of transportation, images need to be large and visible to everyone.
  • Divide the class into two groups, provide one of the groups with the printed images while the other group observes.
  • After giving the images to the students, the teacher will write the following statements on the board: A mí me gusta el/la _________, lo que no me gusta es la/el_____; providing example of how it will be implemented in the activity. For example:

 

A mí me gusta el carro, lo que no me gusta es la lancha.

 

Step 3

  • The teacher will provide the following instructions, to practice the vocabulary of this lesson:

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

 

Step 1

  • The teacher will ask students to complete exercise #45 of the workbook. This exercise consists of a reading and a comprehension exercise based on it.

 

 

 

Written Expression

 

Step 1

  • The teacher will ask students to complete exercise #46 of the workbook. In this exercise, the student must write a paragraph describing their favorite means of transportation; for this he/she must include:

-          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

  • The teacher will ask the students to bring a printed image of their favorite means of transport to the class and to present it to their classmates, without consulting a note. In this presentation he/she must include:

-          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.

 

  • Before starting the presentations, the teacher will inform students that they will be required to compare two means of transport presented; one they like and one they don't like.
  • Students will need to support with reasons as to why they like or dislike a means of transportation.

 

Oral Expression and Comprehension

 

Step 1

  • The teacher will ask the class to divide into pairs.
  • Each pair will be assigned a means of transportation. (One or more mean of transportation may be repeated if the class has more than 30 students)

 

Step 2

  • Each pair must make a public service plan, which includes:

-          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.

 

  • Each pair must present their plan without referring notes.

 

Step 3

  • At the end of each presentation, the teacher will select two students from the class and will ask each a question based on what was presented as a form of reinforcement.

 

 

Subtema 9: ¡Me encantó visitar el museo!

 

Suggested Lexical Content

 

In this section students will apply the vocabulary studied in the previous lessons.

 

 

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

  • The teacher will divide the class in groups of three to perform the following role play:
  • The three students have just returned from the Easter Holidays. Each of them visited an important place in their community or outside their community.

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.

  • Each group should come to the front to present, without referring to their notes. They must be familiar with the content of the presentation.
  • Speaking in the past tense is mandatory.

 

 

 

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.