1. ¿Adónde fuiste? 1 (2 p)

• Spaans
• Middelbare school
• havo
• Leerjaar 3

Unidad 3: Viaje a un país latinoamericano

Statement of Inquiry

Discovering different Spanish-speaking contexts and connecting them with our own space and time, both present and past, gives a meaningful purpose to our learning.

Inquiry questions

Discuss these questions with the students. You can come back to them at the end of the unit to see if they have different answers. 

Content

• Vocabulary related to travelling and holidays
  

- countries
- opinions
- transport
- activities
- duration

• The preterito indefinido 

- regular verbs 

- common irregular verbs

• Time expressions related to the past
  
• Facts about Spanish-speaking countries
  

- capitals
- population
- geographical information
- main exports/products of the country

What do you already know?

Skills

• Orally describe past holidays
  

• Aural comprehension skills - listen and understand:

- where someone went on holiday

- who they went with 

- their opinion and reasons

- how they travelled

- what they did 

- how long they went for 

- what the country is like

• Media literacy skills

What can you already do?

ATL

Using a variety of different media, you will research different Spanish-speaking countries and present your research to the class using the most appropriate format for your chosen target audience.  

Learning Experiences:

Students will be asked to research information on different Spanish-speaking countries using a variety of media files and present it to the class / share it with others (e.g. Global Citizenship wall, poster in the classroom, on the digital screens etc.), using different formats.

Students will firstly brainstorm possible media where they can find information (e.g. podcasts, blogs, tourist/travel websites, government websites, songs, posters, advertising etc.).

They will then conduct their research, gathering the necessary information (they must reference their findings)

With their audience in mind, they must determine the best format to present their findings (e.g. poster, video, audio, presentation etc.)

ATL assessment:

Students will present their findings to the class using their chosen format.

The class will complete a listening exercise during the ‘presentation’, and then vote on which they found the most effective and explain why in terms of purpose and audience.

Summative assessment:

Martes 31 de enero: 

Exámen del Criterio A

Learning options

For individual learning, you may see a coloured dot on a slide which means one of the following:

 Unidad 3 

Viaje a un país latinoamericano

Objetivo:

Describe past holidays using ser & ir in the preterito indefinido (past tense)

Today's goals...

Describing past holidays:

. Saying where you went

.Saying how it was

. Saying how you went

.Using past tenses

¿Adónde fuiste?

¿Qué te sorprende?

What does surprise you?

Recuerda

Nuevo

Página 42, Ejercicio 1.

Escucha y escribe el país y la opinión. (1 – 11)

What do you notice about the adjectives?

¿Cómo se dice en español...?

- Where did you go?

- I went…

- He/She went...

- It was…

Pronunciación

¿Adónde fuiste de vacaciones? ¿Cómo fue?

Track 2.2

Get students to listen to the pronunciation section too.

When giving answers, get them to use third person and then ask the person sitting next to them for the next answer.

Focus on pronunciation of fui and fue.

Soluciones

1) Italia - guay         2) México - estupendo      3) Argentina - horrible

4) Alemania - genial      5) Francia - un desastre 

6) Grecia - aburrido      7) Gales & Irlanda - guay 

8) Escocia & Inglaterra - genial       

9) Cuba & República Dominicana - estupendo

10) España & Portugal - aburrido

11) India & Pakistán - guay

(Opinion about the trip)

¿Adónde fuiste de vacaciones?

Página 42, Ejercicio 2.

Con tu compañero/a, haz cuatro diálogos.

IR y SER