Sub-topic 6: ¿Dime dónde queda?
Suggested Lexical Content
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¿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.
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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.
