Design
Process: Challenge (5 to 10 minutes)
1. Using
Google Earth/Google Maps (using the Spanish version of Google
https://maps.google.es/maps?hl=es&tab=wl ) on the projector screen the class
will take a look at how Philadelphia looks from the air, noting the grid layout
typical of many American cities.
2. Ask
students: Why would city planners choose a grid? What are the advantages of a
grid? Are there any disadvantages? Brief class discussion.
3. We then
‘fly’ from our school to the center of Seville. Find the hotel we will be ‘staying’ at - Adriano Hotel,
C/Adriano 12.
Investigate
(5 minutes)
4. Ask
students: How does the design of the city differ from Philadelphia? Why is Seville so ‘chaotic’ compared to
Philadelphia? What could the
reasons be? Brief class discussion.
Frame/Reframe
(10 minutes)
5. In
groups of three or four, each group will decide what place they would like to
‘visit’ (e.g. museum, soccer game, bullfight, park, cinema, etc.) and use
computers to find directions from the hotel to the attraction using Google Maps
in TL. Pay close attention to the
forms of the verbs used, e.g. toma, gira, continua, and ordinals, e.g. primera,
tercera etc.
Generate
(30 minutes)
6. In
their groups the students will now use just the map (no plugging in
destinations on computer) to ask each other for directions from one place to
another. The group will take turns
in playing the role of the tourist and the local. The ‘tourist’ must repeat the directions back to the ‘local’
to ensure they have got it.
7. After a
couple of turns with different locations each group will come to the front and
pull up their locations on the projector then ‘act out’ their roles of tourist
and local with the other member(s) of the group illustrating the action on the
map onscreen. Each group will
present.
8. After
presentations each group will generate a map in TL explaining how to get from
one location in the school to another in TL, e.g. from the teacher’s room to
the cafeteria, or from the lobby to the nurse’s office, etc. Explain to your students that the idea
is that an exchange student has just arrived from a Spanish-speaking country
(e.g. Mexico, Guatemala) and they speak very little English. How can we help them find their way
around their new school? How does
the design of the map affect the reader’s ability to use it effectively? Does the map have to be hyper realistic
like Google Maps or will a simple graphic representation suffice or even be
easier to use?
Edit
& Develop/Share & Evaluate (20 minutes)
9. Groups will
now exchange maps and see if the ‘other’ group can use the map without making
any mistakes, walking around the school trying to follow the directions word
for word and very literally. Are
the instructions clear and easy to follow? Are appropriate ‘landmarks’ in the right place? After each group has gone students will
return to the class and make any necessary adjustments to their map/directions.
Finalize
10. Class
will try out version 2.0 of maps/directions and provide final feedback.