Sub-topic 7: ¿Cómo puedo llegar?

Suggested Lexical Content

Specific Learning Objectives

After completing this subtopic, the student will be able to:

1. Comprehend written directions to locate a certain place.
2. Write directions to locate a certain place.
3. Understand when an individual provides an address.
4. 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.