Patricia Almanzar
EDSE 1204E
M. Martell
el 20 de marzo 2014 (class)/el 10 de abril (TagStream)
Lesson Plan & Commentary:
Plan #1 - Observed Class:
Planning phase
I. Content:
a. Theme: Train Travel via a Webquest activity I created using websites:
http://www.raileurope.com/es/europe-travel-guide/spain/videos.html
http://es.eurail.com/trains-europe/trains-country/trains-spain#traintypes
http://www.wordreference.com
http://www.travelinginspain.com/train_ticket.htm
b. Objective: During a pre-reading activity, learners will be able to identify what they know
(or don’t know = what they want to know) using a K-W-L chart (S-Q-A in Spanish). During
reading, they will also identify key words necessary for comprehension by looking up
new/unknown words at www.wordreference.com as well as key information about different
trains and services in Spain at http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes. After reading for information/comprehension in their groups, students will
participate in a jigsaw activity where they will be able to ask and answer questions in an
exchange of information with students from other groups. At the end of class, students will be
able to determine what they have learned and revisit and add to the K-W-L chart. In addition,
students will be able to extend the K-W-L chart by comparing and contrasting what they now
know/have learned about Spanish train travel to their own experience with train travel in New
York. As an extension/homework activity, students will be able to read a train ticket and
identify different parts/information by answering a series of questions.
c. Vocabulary Addressed:
Ch. Vocab (Review): viaje de ida y regreso, ferrocarril, estación, salidas, llegada,
demoras, edificios, mochileros
Anticipated Unknown Vocab (Teach): travesía (viaje), paisaje, investigaciones,
recorridos (viajes), al borde
d. Goal Areas and Standards Addressed:
ACTFL Standards:
 Communication
Standard 1.1: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions (After Reading Activity: sharing
information about readings with opposite group)
Standard 1.2: Students understand and interpret written and spoken language on variety of
topics. (During Reading Activity: Webquest activity)
Standard 1.3: Students present information, concepts, and ideas to an audience of listener
or readers on a variety of topics (After Reading Activity: Jigsaw activity).
 Culture
Standard 2.1: Students demonstrate an understanding between the practices and
perspectives of the culture (How train travel is done in Spain)
.
 Comparisons
Standard 4.2: Students demonstrate understanding of the concept of culture through
comparisons of the cultures studied and their own (How is train travel in Spain
similar/different than in United States).
Common Cores Standards:
 Reading (Grades 9-10)
Standard 1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text (Answer questions/find info
from text regarding different aspects of train: routes, reservations, services, etc.)
Standard 4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (Before reading review chapter vocabulary
and during reading new words vocabulary activity).
 Writing
Standard 4: produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience (During reading note-taking on
information; after reading note-taking on other students’ information; extension
activity answering questions).
 Speaking and Listening
Standard 1: prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasive (before and after reading whole group K-W-L; after reading
jigsaw question/answer information exchange activity).
 Language
Standard 3: apply knowledge of language to understand how language functions in
different contexts, to make effective choices for meaning or style, and to comprehend
more fully when reading or listening (using different functions of language for
interpersonal – working in groups, interpretive – reading for information,
presentational – questioning/answering, giving information; asking for
help/clarification/negotiation of meaning in target language).
II. Learners: This lesson is designed for a non-native Spanish II class on a regular track,
mostly students in grades 10 and 11. Learners are already familiar with the vocabulary
from the chapter, however constant repetition and exposure is needed to help students
learn and retain it. Also, students need a great deal of support in additional vocabulary
and guided reading.
III. Materials: 1) Setting the stage materials: 1) pictures of trains in Spain and New York; 2)
video clip on train travel, 3) K-W-L chart (S-Q-A in Spanish) individual sheet and
class chart paper, 4) chapter vocabulary and if needed PPT/smartboard with vocabulary
images and words 5) handouts of Webquest activity/notes sheet, 6) exit ticket, 7)
extension/homework sheet with train ticket and questions.
Teaching phase
IV. Activities:
a. Setting the stage: Teacher will show a variety of different train pictures and ask
students to talk about what their experience has been using trains (going to
Manhattan, in other countries, etc.). The teacher will then make a connection
from the discussion to the reading activity.
Teacher’s text: Buenas tardes clase. Miren a estas fotos de los trenes. ¿Qué
experiencia han tenido con los trenes aquí en Nueva York o en otro lugar/país?
(Students answer).
b. Providing Input/ Engaging Learners: The teacher will review chapter vocabulary
and anticipated difficult words.
Teacher’s text: Antes de leer, vamos a repasar el vocabulario del capítulo (teacher
reviews with discussion, definitions, pictures of the vocabulary from the chapter
found in the reading; Teacher will do a quick review with a ball to informally
assess students’ understanding of the vocabulary) Ahora, vamos a ver un video
breve sobre los trenes en España; presten atención a lo que vean o preguntas que
tengan (Students watch video clip: http://www.raileurope.com/es/europetravel-guide/spain/videos.html) ¿Qué observan? (Students answer and teacher
writes on chart); ¿Qué preguntas tengan?/¿Qué quiere saber? (Students answer
and teacher writes on K-W-L chart (S-Q-A in Spanish).
c. Guided participation: The teacher will go to the website and read aloud some of
the information as part of an introduction to train travel in Spain; the teacher will
then introduce the Webquest activity and model how to access the information
needed and explain what information is needed.
Teacher’s text: Hoy vamos a explorar los diferentes trenes en España en este sitio
web. Vamos a leer un poco sobre lo que dice aquí (Teacher accesses website and
reads the first paragraph on the webpage and reviews ). Hoy ustedes van a hacer
un “Webquest” y explorar los diferentes lineas de tren en España. Un grupo va a
leer sobre AVE, otro sobre Altera, otro sobre Alvia, y otro sobre Euromed en el
sitio web http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes (Teacher shows students website on Smartboard).
Instrucciones: Necesitan tomar notas porque después, ustedes van a tener la
oportunidad de ser “expertos” y enseñar unos a otros sobre las diferentes líneas
por medio de una sesión de hacer y contestar preguntas. Finalmente vamos a
completar el resto de la tabla S-Q-A (K-W-L chart) para determinar como clase,
que hemos aprendido. Para una extensión/la tarea, ustedes van a ver un boleto
verdadero de un tren en España para determinar cierta información y también
considerar las similaridades y diferencias entre los trenes en España con los trenes
de Nueva York.
Por favor repite las instrucciones a otra persona cerca de ti o pregúntale si tengas
una pregunta. (Students repeat instructions or asks questions to a partner). Ahora,
¿Quién puede explicar las instrucciones en sus propias palabras a toda la clase?
d. Extension:
As an individual assignment/assessment (homework), learners will read a real
train ticket from Spain and answer questions about information found on it. In
addition, students will connect today’s learning to their own experience by
reflecting on similarities and/or differences between train travel in Spain and in
the New York.
e. Assessment:
The teacher will assess the students throughout the lesson (with K-W-L to assess
students’ prior knowledge of train travel, with ball toss for vocabulary check,
during group work by monitoring students ability to understand and complete
Webquest activity as well as their ability to relay information to each other during
the jigsaw question/answer activity; teacher will note questions students have
about unknown vocabulary or clarification needed during group activities. The
teacher will also determine what was learned through the individual exit ticket as
well as through the class closing discussion to complete the “what was learned”
column of the K-W-L chart. The teacher will also assess the students
understanding of vocabulary and reading comprehension through the individual’s
ability extension/homework activity (train ticket).
f. Closure:
Homework/Extension: The teacher will distribute and explain the
homework/extenstion acitivity.
Teacher Text: Para la tarea, van a leer un boleto de tren verdadero y
determinar cierta informacion. También vas a hacer una conexión haz una
conexión personal describiendo tu experiencia o conocimiento con los
trenes en tu ciudad, estado, o país con lo que aprendiste sobre los trenes de
España y los trenes de aquí en Nueva York para continuar hablando sobre
esto en la próxima clase.
Exit Pass: The teacher will distribute and explain the exit pass.
Teacher Text: Ahora, tengo otro “boleto” para ustedes: el boleto de salida.
Mediante lo que aprendimos hoy en clase sobre los trenes, escribe 3 cosas
que ahora sabes de los trenes en España.
Reflection phase (Based on feedback given):
Lesson Design (Redesign):
Purpose: Based on the feedback received, I realized that I misunderstood in part the
assignment. Since the teacher I observed used the textbook for the reading
assignment, I thought I needed to create a lesson that continued the lesson using the
same selections from the text on train travel in Peru and Panama. Instead, I decided to
use a different resources and created a Webquest activity for students to research train
travel in Spain since they have a variety of trains, and I thought it might be interesting
for students to explore the different lines in groups and then teach each other through
a jigsaw activity that would allow students to ask and answer questions about each
train line that was not their own.
edTPA 1: In response to your comment regarding the fluidity between the modes of
communication; I made a more conscious effort to include an activity that represented
each mode (interpretive/interpersonal: group Webquest
activity/interpersonal/presentation: jigsaw question/answer/teaching activity).
edTPA 2: For differentiation, I decided to include the use of technology for activities
as well as resources (wordrerference.com). For this particular level, structure is
needed for note-taking, so I provided a graphic organizer for each group. Also,
another way to incorporate differentiation is in the use of heterogenous and
homogeneous grouping. For example, I would choose to group students first
heterogeneously (high with low) during the first activity where students look up
information together then allow students to benefit from the “experts”/leaders in the
group to make sure everyone got the correct information. The idea is so that when
students went into the jigsaw, even the weaker students would be more confident with
sharing the information because they had a chance to collaborate with a stronger
student in the previous group. My students may have a variety of background
knowledge; since it is a class of non-natives, I most likely will need to provide lots of
background for students on what train travel is like in Spain. I need to recognize,
however, that many students do travel and may have some knowledge or experience.
That is why I chose a K-W-L activity for the before reading activity to help determine
what students already know (background knowledge/experience).
edTPA 4: As part of my redesigned lesson, I went back and put in clear examples of
my assessment throughout the lesson beginning with 1) using the K-W-L chart to
assess background knowledge of students, 2) using a ball toss to check chapter
vocabulary, 3) using note-taking to record my observations about specific items
during group work such as unknown words students had to look up, ability to
understand and complete group assignments, 4) using an exit ticket to assess what
students learned in conjunction with 5) using the K-W-L chart to complete the “L”
portion at the end for what was learned, and 6) using an individual
extension/homework activity to see if students could read on an authentic train ticket
and determine on their own the information using their knowledge of the vocabulary
and chapter concept. In addition, the extension/homework activity asks students to
compare and contrast what they now know about train travel in Spain with that of the
train travel in New York. This is in preparation for the next day’s discussion (this
assessment will help me see if they were able to do this on their own or if not, what
obstacles or further information do they still need?).
Danielson 1a: I used my knowledge of content and pedagogy to redesign the lesson
to incorporate the different modes of communication as well as many of the “C’s” as
possible (culture, communication, comparsions, communities, and connections). It is
true that it will probably take me a few days to fully incorporate each of these
components, but I believe this lesson implements several of these as well as leads up
to exploring others more deeply (such as connections and comparisons) in future
lessons where I can ask students to compare and contrast the different trains in Spain,
then compare and contrast train travel in Spain with that of New York, etc.
Danielson 1c: In response to your comment about increasing expectation and rigor, I
tried to design activities that were more student-centered but also incorporated
technology for the resources (instead of teaching the information, I designed questions
to guide their research, as well as provided a link to a resource for looking up
unknown words as well as a place for students to write down new words found). I
also wanted to motivate students to be productive in their first research groups by
including a jigsaw element where students would be responsible for
asking/answering/teaching other students.
Danielson 1d: I decided to design a Webquest instead of using textbook resources. I
still refer to the textbook for vocabulary activities, but this lesson uses various
websites. In addition, I found and adapted for Spanish, when necessary various
resources such as the graphic organizers, train ticket, exit ticket, etc. (see notations of
where I found original idea that I adapted).
Danielson 1e: This new redesigned lesson involves technology which I believe is
more engaging for students since they need to find information, work in a group and
then share the information with other students. Also, because it is more pertinent
(instead of reading about it in a book but rather visiting a real train website), student s
can have a more authentic learning experience.
Format: I followed the phases and requirements of the lesson plan as outlined in the
syllabus.
Appropriateness of Instructional Objectives: I reviewed the objectives I originally
listed and took out ones that I felt were not observed directly in the lesson (maybe
more appropriate for a previous or later lesson; ex. writing a comparison and contrast
that would require a more extensive writing lesson vs. just a question on the
homework where students named a thing or two that was either alike or different
between the train travel in Spain and the U.S. after having found out information
through research and discussion in class). Also, I tried to label most objectives in
parenthesis with the part of the lesson/activity that completed the objective.
Cognitive and Linguistic Level: You mentioned that the original lesson may be too
advanced for the level; in editing and redesigning the lesson, I searched a few
different websites as well as different parts of the main reading website to determine if
the level would be appropriate. The site I ended up choosing had clear descriptions
that used simplified yet authentic language and were short enough that I felt students
could get through it without encountering too many comprehension stumbling blocks.
I also provided a small graphic organizer that I found which provided a place for
students to write new words as well as a link to an online resource
(wordreference.com) in anticipation of any difficulties that may arise. I also tried to
build in enough incentive (having the responsibility to teach the information to
another group) to hopefully help students stick through the information gathering
process.
Strategies: In this new lesson, I make an effort to include before reading activities
(K-W-L chart and video clips) as well as during reading activities (graphic organizer
and questions for information gathering) and after reading activities (jigsaw
questioning/answering/sharing). I tried to incorporate technology for the tech savvy
learner as well as my quick check ball toss for vocabulary review. Having students
move from whole class to group work then back to whole class and finally individual
allows for some movement and variety as well.
Target Language Use: I worked to include and review what I wrote for the teacher
dialogue and for the materials that I created in Spanish.
Commentary:
1. Three modes of communication: I worked to design a lesson that incorporates
interpretive, interpersonal, and presentational modes of communication. The Webquest is
designed for students to read and interpret information that they read, to summarize and
retell it/teach it to others (presentational). It is intended for students to work in groups
(researching and discussing) and then questioning and answering in the jigsaw sharing so
students have opportunities for interpersonal interactions such as negotiation of meaning
and exchange of information. My intention was for these modes to lay on top of the 5
C’s, allowing for students to communicate, understand culture and community, and make
connections and comparisons (between Spain and New York).
2. Language Functions and Forms: The activities I chose such as using the K-W-L chart
was to help students first use the language to inquire, then the Webquest activity geared
students to use language to summarize, and the Jigsaw activity got students to use
language to retell. Even though at the end it is only a one question on the homework
activity that asks students to think of some comparisons or contrasts between train travel
in Spain vs. New York, this activity gets students to use language to use two different
sources (experiences) and analyze them.
3. Prior Knowledge/Pre-Requisite Skills: Since these students are all non-natives, I can
anticipate that a large group, if not all, will have limited experience and knowledge of the
Spanish culture and train travel customs. Although, since many students travel with
family, school, and other activities, it will be important for me to assess their prior
knowledge to know how much time I will need to spend on discussion.
4. Adaptations: I know that students at this age and on this track need a social element and
some motivation. By having students work in a variety of groupings (whole, group 1
research, group 2 sharing information, working alone), I believe there is a variety of
activities for different kinds of learners (if the social aspect is important, students will
have opportunities; if students don’t enjoy groups as much, there are two groupings so
there is not a long stretch of time in any one group or activity.
5. Justification of Strategies. I chose the K-W-L activity as well as the videos as a way to
stimulate students thinking. They don’t require a lot of attention, but they can create
interest and promote discussion. Knowing that these students require a lot of structure, I
have created or adapted materials such as graphic organizers to help organize less selfdirected or groups or to at least help manage group dynamics. The videos are brief and
create a common and authentic experience for all students to have. Since these students
have less attention span, I have scheduled different group activities to allow students to
move around as well as to take advantage of the social aspect of learning so important at
this age.
6. Comparisons and Connections. Looking at train travel in Spain not only allows
students an opportunity to learn about the culture, they it also provides for them another
“source” in which to compare to their own experiences. Since New York has a wellestablished public transportation system that most students are aware of or have used in
their own lives, they can start making connections.
7. Misconceptions. Sometimes students’ knowledge is very limited about culture above
and beyond their own. Oftentimes, students only are exposed to the negatives of the
culture (struggling economy, etc.) or think of some of the Spanish-speaking countries as
less developed that the United States. Some may be surprised at how nice the trains are
or how well-developed their system of travel is (or even how expensive it can be). By
showing them clips and having them explore a real site, students feel like the information
they are receiving is authentic and can help shape the image that they form about Spain.
8. Assessments. Seeing what the class does with each part of the activity and taking notes
will assess several things. For example, the K-W-L chart will help me gage how well
students know Spanish train travel and perhaps even train travel in general here.
Listening and watching how the students complete the Webquest will help me assess
myself and how well I explain what is to be done. Having students teach each other will
allow me to see if they are able to use the language to explain to another what they
learned. Listening to errors then, but only noting them and correcting them at another
time, can be helpful in determining understanding. Even the vocabulary, by doing a
quick ball toss, I can tell which students are able to respond or not. Having time as a
whole class helps me assess how the class is doing. If just a few answer questions, I
know I need to either engage or explain better. Having students complete exit tickets and
individualized helps me see students’ progress individually as well.
9.
Adaptations. Working with a variety of students with different abilities, I seek to
provide structure through graphic organizers (K-W-L as well as Webquest notes, etc.).
Also, since I know there are some students who struggle a bit more with language
learning, my idea with the two stages of group work takes into consideration their skills.
In consideration of their needs, I would group students heterogeneously in the first round
so that weaker students could benefit from strong leadership and guidance of finding
correct information. Then, with notes in hand, students, whether weaker or stronger will
have the opportunity to be more confident as “experts” in the new groups. If students are
stronger, there is plenty for them to explore on the website that would give them
additional information as well as more practice.
ANTES DE LEER – Video y S-Q-A
Instrucciones: ¿Qué sabes sobre los trenes en España? ¿Qué quieres saber? ¿Qué notas en el
video? (mira el enlace abajo).
Video:
http://www.raileurope.com/es/europe-travel-guide/spain/videos.html
Tópico: Los Trenes en España
(I adapted this graphic organizar from Really Good Stuff)
Sample Snapshots of Webpage
AL LEER - ACTIVIDAD de WEBQUEST (Grupo 1: AVE)
Instrucciones: Vista el sitio web http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes y completa Partes 1 y 2.
PARTE 1: Vocabulario – Haz una lista de las palabras nuevas en la lectura (Usa
www.wordreference.com ).
(I adapted this graphic organizar from McGraw Hill)
PARTE 2: Notas - Haz clic en el enlace del tren de tu grupo y toma notas (Cada persona en el grupo
debe tomar notas para poder enseñar otro grupo).
Nombre del Tren:
GRUPO 1: AVE
A. Información:
 ¿Qué tipo de tren es?
 ¿Cuál es otra información interesante?
B. Rutas:
 ¿Cuáles son las rutas?
 ¿En qué regiones corren las rutas?
C1. Reservas:
 ¿Qué tipo de reservas hay?
 ¿Dónde se hace las reservas?
C2. Cómo Hacer Reservas:
 ¿Cuánto cuestan los boletos?
 ¿Cuál es el # telefónico de reservas?
D. Instalaciones/Servicios:
 ¿Ofrece instalaciones para
discapacitados?
 ¿Cuáles son los otros servicios?
AL LEER - ACTIVIDAD de WEBQUEST (Grupo 2: ALTARIA)
Instrucciones: Vista el sitio web http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes y completa Partes 1 y 2.
PARTE 1: Vocabulario – Haz una lista de las palabras nuevas en la lectura (Usa
www.wordreference.com ).
(I adapted this graphic organizar from McGraw Hill)
Nombre del Tren:
A. Información:
 ¿Qué tipo de tren es?
 ¿Cuál es otra información interesante?
B. Rutas:
 ¿Cuáles son las rutas?
 ¿En qué regiones corren las rutas?
C1. Reservas:
 ¿Qué tipo de reservas hay?
 ¿Dónde se hace las reservas?
C2. Cómo Hacer Reservas:
 ¿Cuánto cuestan los boletos?
 ¿Cuál es el # telefónico de reservas?
D. Instalaciones/Servicios:
 ¿Ofrece instalaciones para
discapacitados?
 ¿Cuáles son los otros servicios?
GRUPO 2: ALTARIA
AL LEER - ACTIVIDAD de WEBQUEST (Grupo 3: ALVIA)
Instrucciones: Vista el sitio web http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes y completa Partes 1 y 2.
PARTE 1: Vocabulario – Haz una lista de las palabras nuevas en la lectura (Usa
www.wordreference.com ).
(I adapted this graphic organizar from McGraw Hill)
Nombre del Tren:
A. Información:
 ¿Qué tipo de tren es?
 ¿Cuál es otra información interesante?
B. Rutas:
 ¿Cuáles son las rutas?
 ¿En qué regiones corren las rutas?
C1. Reservas:
 ¿Qué tipo de reservas hay?
 ¿Dónde se hace las reservas?
C2. Cómo Hacer Reservas:
 ¿Cuánto cuestan los boletos?
 ¿Cuál es el # telefónico de reservas?
D. Instalaciones/Servicios:
 ¿Ofrece instalaciones para
discapacitados?
 ¿Cuáles son los otros servicios?
GRUPO 3: ALVIA
AL LEER - ACTIVIDAD de WEBQUEST (Grupo 4: EUROMED)
Instrucciones: Vista el sitio web http://es.eurail.com/trains-europe/trains-country/trainsspain#traintypes y completa Partes 1 y 2.
PARTE 1: Vocabulario – Haz una lista de las palabras nuevas en la lectura (Usa
www.wordreference.com ).
(I adapted this graphic organizar from McGraw Hill)
Nombre del Tren:
A. Información:
 ¿Qué tipo de tren es?
 ¿Cuál es otra información interesante?
B. Rutas:
 ¿Cuáles son las rutas?
 ¿En qué regiones corren las rutas?
C1. Reservas:
 ¿Qué tipo de reservas hay?
 ¿Dónde se hace las reservas?
C2. Cómo Hacer Reservas:
 ¿Cuánto cuestan los boletos?
 ¿Cuál es el # telefónico de reservas?
D. Instalaciones/Servicios:
 ¿Ofrece instalaciones para
discapacitados?
 ¿Cuáles son los otros servicios?
GRUPO 4: EUROMED
DESPUÉS DE LEER – ROMPECABEZAS (JIGSAW)
PARTE 1 - Instrucciones: Forma en grupos (debe tener un miembro de las diferentes líneas de
tren; 1, 2, 3, 4). Haz preguntas a uno a otro sobre el tren (rutas, servicios, etc.) y toma notas sobre
lo que aprendes.
Tren #1:
Tren #2:
Tren #3:
A. Información:
 ¿Qué tipo de tren es?
 ¿Cuál es otra
información
interesante?
B. Rutas:
 ¿Cuáles son las
rutas?
 ¿En qué regiones
corren las rutas?
C1. Reservas:
 ¿Qué tipo de
reservas hay?
 ¿Dónde se hace las
reservas?
C2. Cómo Hacer Reservas:
 ¿Cuánto cuestan los
boletos?
 ¿Cuál es el #
telefónico de
reservas?
D. Instalaciones/Servicios:
 ¿Ofrece instalaciones
para discapacitados?
 ¿Cuáles son los otros
servicios?
PARTE 2 – BOLETO DE SALIDA: ¿Qué aprendiste? Escribe 3 cosas que aprendiste hoy.
(I adapted/translated Exit Ticket from Mad Science Lessons)
(Add to Original S-Q-A Chart)
Tópico: Los Trenes en España
EXTENSION ACTIVITY/TAREA:
Instrucciones: Lee el boleto de tren y contesta las preguntas abajo.
(I created questions for image found at http://www.travelinginspain.com/train_ticket.htm)
PARTE 1: Comprehensión
1. ¿Cuál es el destino del tren?
2. ¿Cuál es la fecha del boleto?
3. ¿Cuál es la hora de salida?
4. ¿Cuál es la hora de llegada?
5. ¿Qué línea de tren es?
6. ¿Qué número de tren es? ¿Cuál es el asiento?
7. ¿Qué se prohíbe en el tren?
PARTE 2: Conexión:
1. ¿Cuales son las diferencias y similaridades entre los trenes de los Estados Unidos y los de
España?