Spanish Level 1, Activity 06: “¿Dónde Está…?” / Where is..? (Face-to-Face)
Description: Students will practice describing where different buildings and landmarks are in relation to each other. They will also practice using prepositions to describe locations in their town and on campus.
Semantic Topics: Location, city, campus, prepositions, ubicaciones, la ciudad, preposiciones
Grammatical Structures: Prepositions, present tense of estar, preposiciones, el presente del verbo estar
Practices: Using hand movements/gestures to demonstrate directions
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
Idaho Content Standards for World Languages:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my school or city
- I can describe the location of a place
- I can name places on a map
Materials Needed:
- Google Slide Presentation
- Kahoot
- Llama cards (print, cut, and laminate)
- Preposition cheat sheet (For Instructor)
- Cups or mugs (or another physical object)
- A basic blank map of your campus/city (see slide show for example)
- Printed images of key buildings/landmarks (see slide show for example)
Warm-Up
- Start with the Kahoot to review prepositions.
Para comenzar, vamos a tomar una encuesta en Kahoot para repasar las preposiciones. - Then, play the mini-juego to build on preposition knowledge using llama images and cups.
“Ustedes necesitan poner la llama en la posición correcta con respecto a la taza.”- Por ejemplo, “Pon la llama: Al lado de la taza.”
- Move llama beside the cup, and have students follow.
- Repeat using the different prepositions from the cheat sheet
Main Activity
- Have everyone stand up and head over to the white map posted on the floor.
Hoy vamos a usar el mapa de la ciudad que está en el piso. - The students should work together to position the cards containing different buildings and landmarks. Have them try to use prepositions to describe where the place is.
Ustedes tienen que encontrar el lugar correcto para cada tarjeta. Necesitan usar preposiciones para describir dónde está el lugar. Por ejemplo, *Insert example from your map* - Draw only one card at a time and ask: “¿Dónde está este lugar?”
- Everyone must agree before the card is placed down on the map.
Todos necesitan estar de acuerdo.
Wrap-Up
- Ask students the following questions:
- ¿Cuál es tu lugar favorito en nuestra ciudad? (What is your favorite place in our city?)
- ¿Cuál es tu lugar menos favorito en nuestra ciudad? (What is your least favorite place in our city?)
- ¿Prefieres usar una mapa física o una aplicación como el mapa de google? (Do you prefer using physical maps or digital apps like Google Maps?)
END OF ACTIVITY:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements:
- I can talk about my school or city
- I can describe the location of a place
- I can name places on a map
Cultural NOtes:
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
- Contribute additional activity suggestions
- Integrate authentic materials such as videos, infographics, photos, etc.
- Suggest how to implement the activity in the classroom
- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
