Giving Directions

Grade

7

Subject

English

Topic

Giving Directions

Duration

50 minutes

CAPS Reference

Speaking and Listening, Reading and Viewing, Writing and Presenting

Learning Outcomes & Assessment Standards

By the end of this lesson, learners will be able to:

• Understand and follow spoken directions [Speaking and Listening].
• Read and interpret written directions [Reading and Viewing].
• Give clear and accurate directions [Writing and Presenting].
• Use appropriate vocabulary related to location and direction [Language].

Assessment Standards:

• Learners are assessed on their ability to accurately follow directions, both spoken and written.
• Learners are assessed on their ability to give clear, concise, and accurate directions using appropriate vocabulary.

Prior Knowledge

Learners should have basic vocabulary related to places (e.g., school, shop, park) and prepositions of place (e.g., next to, behind, in front of).

Resources

• Whiteboard or chalkboard
• Markers or chalk
• Pre-printed maps of a familiar area (e.g., the school, a local park)
• Worksheets with written directions
• Pictures of landmarks
• Optional: Computer with internet access for online maps

Lesson Activities

1. Introduction (5 minutes)

   • Start by asking learners if they have ever been lost and how they found their way.
   • Discuss the importance of being able to give and follow directions clearly.

2. Listening Activity (10 minutes)

   • Explain: I will give you verbal directions to a specific location on a map of the school. You must mark the location on your map as accurately as possible.
   • Give a set of simple directions, repeating them once.
   • Have learners compare their marked locations.
   • Repeat with a slightly more complex set of directions.

3. Reading Activity (10 minutes)

   • Explain: You will now read written directions to a different location on the map. Follow the directions carefully and mark the location.
   • Distribute worksheets with written directions.
   • After learners have completed the task, have them compare their marked locations and discuss any challenges they faced.

4. Writing Activity (15 minutes)

   • Explain: You will now work in pairs. One learner will choose a location on the map and write directions to that location. The other learner will follow the directions to see if they lead to the correct location.
   • Have learners switch roles and repeat the activity.
   • 

5. Presentation and Feedback (5 minutes)

   • Select a few pairs to present their directions to the class.
   • Provide constructive feedback on the clarity and accuracy of their directions.
   • Explain: Pay attention to the language used and whether the directions are easy to follow.

6. Wrap-up (5 minutes)

   • Summarize the key points of the lesson.
   • Ask learners to reflect on what they have learned about giving and following directions.
   • Preview the next lesson, which will involve more complex map reading skills.

Assessment

• Formative Assessment: Observe learners’ participation and accuracy during the listening, reading, and writing activities. Provide immediate feedback and support.
• Summative Assessment: Collect the written directions created by learners during the writing activity. Assess them based on clarity, accuracy, and use of appropriate vocabulary.

Inclusivity

• Learners with visual impairments: Provide tactile maps or large-print versions of written directions. Pair them with a sighted peer for the listening activity.
• Learners with auditory processing difficulties: Provide written transcripts of the spoken directions. Allow them to record the directions and replay them as needed.
• Learners who need extra support: Provide simplified directions with fewer steps. Offer one-on-one assistance during the writing activity.
• Learners who need a challenge: Challenge them to create directions that involve multiple steps and landmarks. Encourage them to use more complex vocabulary and spatial relationships.