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Function Describing locations (ESTAR); Describing geographical

By Ruby Kelly,2014-11-26 11:54
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Function Describing locations (ESTAR); Describing geographical

    ?Qué lugar es? Title

    Unit/Activity No. Immigration Unit 1/Activity 1

    Geographic Topic Physical geography, mapping skills

    Language Topic Geography, places

    Language Function Express location

    Language Standard 1.1

    3.1

    Geography Standard 1, 2, 4

I. BACKGROUND INFORMATION FOR TEACHERS

Teacher Instructions

    Step 1. Before class prepare a handout and a transparency. Step 2. Using the list provided, review vocabulary with the class. Step 3. Place students into groups of two and distribute an activity sheet to each pair.

    Read over the directions.

    Step 4. Place one of the provided maps onto the overhead and allow Estuidante A to

    guess the different locations that are being described by Estudiante B.

    Step 5. Repeat this process reversing the roles of Estudiante A and B. Rotate the visuals to add variety.

Suggestions

    Review or pre-teach geography vocabulary with students using maps of your state.

    While Spanish vocabulary words (from the vocabulary list) are being read aloud; have

    students label blank maps of the state (printed on transparencies) with geographical

    features. Sentences should be modeled by using está/están plus prepositions.

Activity can be expanded to include use of hay. Provide models, e.g. Hay un río que

    pasa por la ciudad de Portland.

    Change the place names to reflect your region.

To make this a listening activity read short descriptions of geographic places while the

    students guess what place is being described.

Vocabulario útil

la geografía geography

    el arroyo stream

    la bahía bay

    el bosque forest

    el cabo point, cape

    el campo country(side)

    el cañón canyon

    la catarata waterfall

la colina hill

    la cordillera mountain range la costa coast el desierto desert la duna dune el lago lake el mar sea la montaña mountain el monte mountain, butte el océano ocean la playa beach el río river la selva jungle el valle valley la ciudad city

    Pequeño /a small, little grande (gran + noun) big

    el lugar place la autopista highway el camino road la carretera freeway la leyenda legend/key el mapa map el sendero path la ubicación location estar to be (located) al sur (de) to the south (of) al norte (de) to the north (of) al este (de) to the east (of) al oeste (de) to the west (of) lejos (de) far (from) cerca (de) near (to) entre (in)between al lado de next to alrededor (de) around fuera (de) outside (of)

    II. STUDENT ACTIVITY HANDOUTS

Handout 1

    Your partner will describe the location of some cities or geographical features in your

    state. Try to guess each place.

MODELO

[Corvallis]

    Esta ciudad está en el valle del Willamette. El río Willamette pasa por la ciudad. La ciudad está cerca de Albany pero está muy lejos de Ontario. Está al sur de Salem y al norte de Eugene. ?Qué ciudad es?

Estudiante A: Estudiante B:

1. el Lago Crater 1. El Monte Hood

    2. Florence 2. Woodburn

    3. el río Willamette 3. Brookings

    4. Portland 4. La cordillera Cascade

    5. Medford 5. Springfield

    6. Hermiston 6. El “Cañón del Infierno” (Hells Canyon)

    7. el río Snake 7. Tillamook

    8. las montañas Steen 8. Bend

III. VISUAL AID FOR TEACHERS

Transparency 1

Transparency 2

Transparency 3

IV. FOLLOW-UP ACTIVITIES

    Have students compose trivia questions based on the content of this activity (e.g. ?Cómo se llama el río que pasa por Springfield?). Collect the classes questions,

    correct the language if necessary, then form students into teams. Have an emcee ask the questions and allow one representative of each team to answer. A correct answer gains one point. The team with the most points wins.

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