In this Unit 10:2, we will learn how to
study and teach the following sub topic: ‘Locating important places’ in Form Two. In this sub topic, we will be
sharing how to help Form Two students express various locations or places that
are important in their daily life. They will be able to locate important places
like school and other places.
THE FOLLOWING IS THE COMPREHENSIVE TEACHING GUIDE ON
THE SUB TOPIC:
A: INFORMATION OF THE TOPIC:
1. Topic: LOCATING PLACES
2. Sub Topic: Locating
important places
3. Periods per sub topic: 10
4: Class: Form Two.
4: Class: Form Two.
B: HOW TO TEACH THE TOPIC:
5. ACTIVITIES AND GAMES TO FACILITATE A
LESSON
GENERAL
INTRODUCTION
The aim of this sub topic is
to help students to express various locations of important places. As we live
in our community, there are some locations that we need to know ourselves and
for the benefit of the visitors. We can also travel and arrive in some
locations where we can also need some directions on the places we are not
familiar with. This sub topic will help students from locating small or local
locations to the locating other important places in town, country, and in the
world.
ACTIVITY
1: BRAINSTORMING.ON THE SUB TOPIC
Here a teacher leads a
discussion on brainstorming about the key concepts of a sub topic. For example what is a location? Location is the
place, site or position of something. Students are introduced to this sub topic
by explaining to them various sites they know and other sites they do not know.
These sites or locations can be located by using special expressions and by
using the points of the campus as well.
Patterns/structures:
Where is the school library?
The school library is located
in front of…..
Where is the assembly hall?
The assembly hall is located
adjacent to……
Vocabulary/phrases:
ACTIVITY
2: LOCATING PLACES IN A CLASS.
In this activity, a teacher
guides students to express location of different objects/people (or other
students) in the class. This is the simple and familiar place for the students
to locate various objects within a particular location.
For more about locating places
you can see Stating
Directions in Form One and Stating
Directions by Using Points of the Campus in Form One as well.
A teacher can guide student to
locate various places in the class. S
Here are some guiding
questions and some of their responses:
Where
is John’s desk?
John’s
desk is behind my desk.
Where
is Blackboard?
Our blackboard
is in front of our class. Or Our board is in the north side of our class.
Where
is teacher’s table?
Where
is my school bag?
Your school
bag is under your desk.
ACTIVITY
3: LOCATING PLACES OF THE SCHOOL.
At this stage, a teacher
guides students to express location of different important places in school.
This is a bit broader level because students will have to relate and locate
various objects around the school compound. The students are guided to use
various school locations like dormitory, toilets, administration block,
canteen, dining hall, school garden, playground/football/netball/volley ball
pitches, classrooms, school library, parade/assembly hall, smart area,
teachers’ houses, etc.
Guide students to form pairs
or groups and brainstorm with them the following words to understand their meaning
and their functions. This brainstorming is done in their groups.
After the discussion, tell
them that you are going to ask them questions and each group should discuss the
right response and present it. now ask them the following questions in which
each group will have to respond:
Where
is dining hall?
Where
is school shop?
Where
is the school library?
The
school library is located in front of…..
Where
is the assembly hall?
As they try to attempt these
questions and discuss their correct responses, a teacher can now discuss with
them the appropriate prepositions to use when responding to such questions on
locating places. The most common prepositions used are:
Adjacent,
beside, near, behind, in front of, opposite to, to the east, to the west, on
top of the mountain, and close to.
For example, some questions
above can have the following responses:
Where is the dining hall?
The dining
hall is behind Form Two class.
Where is the playground?
The playground
is to the east of the classes.
Where is the library?
The library
is opposite to the school administration block.
Where is the boys’ dormitory?
The boys’
dormitory is adjacent to school garden.
ACTIVITY
4: LOCATING PLACES IN A VILLAGE, TOWN, CITY OR COUNTRY.
Now, the teacher guide
students to express location of different important places in the village,
town, city or country using a map of Tanzania. Almost every school is located
near the village, street, town or city or they are at the centres of various
cities where they are adjacent to other buildings in the particular area.
A map like Map of Tanzania can
used. If there is any local map like District map, it can also be applied in
this activity. The aim is to familiarise students with the knowledge of locating
different places.
Now, since the students have
the knowledge of locating various places in the classroom and at around the
school compound, the teacher can take them to the next level. This is all about
locating the important places of their district, region, and a country in
general. A teacher can use any available map or maps for the students to use or
some maps can be drawn or even use the maps that have been drawn already. Check
the following maps. These maps can be used to ask students various questions on
locating various important places in Katavi Region and for the country:
KATAVI NATIONAL PARK AND
EXTENSION MAP:
Questions:
(From Point A in a red
circle):
Where
is the Mirumba?
Where
is Maji Moto?
Where
is Rukwa Game Reserve?
Where
is Usevya Open Area?
Where
is Stalike?
UNITED REPUBLIC OF TANZANIA
 |
| Via: http://www.geocities.ws/juzer_z/countryprofile.htm |
Questions:
(From Point A in a red circle):
Where
is Dodoma?
Where
is Lake Nyasa?
Where
is Dar es Salaam?
Where
is Burundi?
Where
is Zanzibar?
GRAMMAR PRACTICE: Form and Function of the sub topic: This sub topic
requires student to have a good mastery of prepositions and prepositions of
place in particular. The understanding of this sub topic will be effective when
students were interactively engaged in the previous topics in Form One class. Perhaps,
there may be varied level of topics coverage for each class and school, but
when a teacher notices that students have no basic foundation in this, then it
is a teacher’s duty to make sure students are interactively taught with more
activities.
6: CONNECTION: Beyond the Sub Topic. This sub topic allows Form
Two students to apply their knowledge they learnt in Form One (See links above)
to locate various important places in their local areas and other areas.
7: NOTE: This sub topic is well taught with the use of real objects and real
environments. For example, a teacher should not teach this sub topic entirely
locked in the class. The important places are not only found in the classes. The
students should at least be take out and let them see what they can locate. Taking
students out does not only make the lesson easy but also it is a king of
motivation. Some students who have been in the class, they will understand more
when they are taken out.
*************************
Resources
- http://m.busyteacher.org/3630-how-to-teach-prepositions-of-place.html
- https://www.researchgate.net/figure/227695372_fig4_Figure-1-Map-of-the-study-area-showing-Katavi-National-Park-and-Extension-in-light Retrieve on 27/05/2017
- http://www.geocities.ws/juzer_z/countryprofile.htm Retrieved on 27/05/2017
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