Introduction
This lesson is planned for students in a high school Spanish class. The focus of this lesson is to practice vocabulary in Spanish, and have conversations about their homeland. By this point, students would have practiced sentences structures to describe where they live and have conversations with other students to answer to those sentences and questions. This activity is meant for students to get more practice in speaking Spanish with other students, while also allowing them a chance to get to know more about their homeland.
Instructions
Students will create a map of their hometown, homeland, or someone special for them, and mark tourist sights, meaningful/historical places to visit, good restaurants even if they would like to. After marking places students think people should visit, they will form groups and work as “tour guides” to their groups, as they take them around their place speaking and practicing vocabulary in Spanish. Students will also look up information about their sights, so if questions come up, they are ready to respond to them in Spanish, as most tour guides can.
Example
I am from Portland, so I marked a few places on a map for people to visit. These are more tourist locations that I think people should visit at least once. After making the map, I will then form up in a group and then guide them through Portland, telling them some of the history behind some of the locations, and why I chose them.
Credits:
Image by David Mark from Pixabay
Image by Silviu on the street from Pixabay
Israel, a well designed map using layers which group the destinations by themes. Should prove to be a good model for students to replicate in other locales.
I’ve had many visitors over the years ask me about sites on the Columbia. So I created a MyMap route to go up the Gorge to Hood River and back noting good spots to stop and take in the views or short hikes to falls. It’s really useful that way. Especially since it works on users phones and shows their location.