Sub-topic 5: ¡Mi nueva ciudad!
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.
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:
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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:
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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.
