¡Buen viaje!: Level 2

Chapter 9: Ciudad y campo

WebQuest

¿La ciudad o el campo?

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Objective To talk about things in the city To talk about things in the country To talk about things that were happening in the past To talk about some cities in the Spanish-speaking world Notes You may wish to provide students with the following list of vocabulary words before they begin the activity.   la estancia ranch   la equitación horseback riding   el paseo ride, stroll   el billar billiards   el carruaje carriage   la cabalgata horseback ride   la desventaja disadvantage   la ventaja advantage If students choose to visit the AdondeVamos.com Web site, encourage them to visit each of the fourteen collections of pictures. You could also encourage them to visit more locations around Buenos Aires by selecting different search options at the top of the page. For example, they could combine Capital Federal with Museos. Of the three Web sites suggested for the Primera parte of ¡A navegar!, this is probably the most helpful. Have students read the Conversación section on page 260 and the Lecturas culturales section on pages 262–263 of their textbook before beginning this activity. Encourage students to use the imperfect progressive tense as they complete the ¡A navegar! section of the student worksheet. Although the José de Santis and Estancias Argentinas Web sites can be viewed in English as well as in Spanish, encourage students to view them in Spanish so that they can write about their experiences in Spanish more easily. Expansion Have students read The Town Mouse and the Country Mouse (Aesop’s Fables) in English or in Spanish and have them write their own version of the story, using some of the information they gathered from this activity. They could then present their story as a skit or a puppet show. English version Spanish version Divide the class into groups and have students debate whether it is better to live in the country or in the city. Have students create posters of places they visited and things they did while on their virtual trips in the ¡A navegar! section. Have them present their projects to the class and hold a vote to decide who had the best "trip." Have students create a travel brochure for one of the ranches they visited, using either drawings or downloaded photos from the Web sites. Display the brochures around the room and have students vote on which ranch is the most beautiful, luxurious, interesting, etc. Have students take turns playing the role of a travel agent trying to persuade an undecided client to visit either Buenos Aires or a ranch in the rural countryside.