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Activity: Practicing Directions
I drew a simple map of the neighborhood
in which our school is located. I limited the map to the
three streets and drew in the school. I then asked, “Where
is the pizza restaurant?” This elicited the response,
“On the corner of Washington and Corinth.”
I asked a student to come to the board
to draw in the various sites on the map as directions were
elicited from the class. Students asked each other the location
of each of the listed places. The student drawing the map
had to listen and fill in the map according to these directions.
This activity provided a thorough review of the following
phrases: across the street, on the corner, around the corner,
next to, beside, on the left, on the right, on the next
block.
I then asked one student how long it takes
to get to the Catholic church from her apartment. After
there was some discussion of what my question meant, the
class agreed that it would take five minutes. Referring
to a list of places in the neighborhood where students go,
I asked one student, “How long does it take you to
get to the beauty salon from work?” and “How do
you get there?” I recorded the answers in the chart
and repeated this with a few other students before asking
a student to take my place.
| NAME |
TIME |
DESTINATION |
ORIGIN |
TRANSPORT |
| V.K. |
5 min. |
Church |
Apartment |
Walking |
| E.V. |
20 min. |
Beauty salon |
Work |
Bus and walking |
| K.M. |
30 min. |
School |
Work |
Car |
| M.H. |
20 min. |
Health clinic |
Home |
Walking |
From this chart, we constructed sentences:
It takes E.V. 20 minutes to get to the
beauty salon from work by bus and on foot.
It takes K.M. 30 minutes to get to school
from work by car.
It takes M.H. 20 minutes to get to the
health clinic from home on foot.
Students used this type of chart to document
where they went and how long it took them over the course
of one or two days. They then brought their completed charts
into class and presented their results.
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