Humanising Language Teaching
Year 2; Issue 5; September 2000

This is an activity which builds of the idea of mapping a table. It is slightly more difficult conceptually because, although the children can see the whole room, they cannot float up to the ceiling to look down on it! It involves a more sophisticated understanding of symbols and introduces the idea of a key.

Preparation

Draw a simple outline map of the classroom on the board before the lesson. Use white chalk or black pen. I suggest you don't attempt to put in the tables yet, but use simple symbols for the door, windows, board and teacher's desk. Leave space at one side for a key. At the bottom, write, I like the ………I don't like the……..

If you feel that your children will not be able to copy the map of the classroom from the board (see point 7), make a simple map of it and photocopy an outline for each child. Leave the key empty so that they can fill it in for themselves.

Procedure

1. Ask the children to guess what you have drawn on the board. Lead them, with helpful clues, to see that it is a map of the classroom, drawn from above.
2. Ask them what else they want to put on the map. As they suggest things, ask them to come up and show you where they should go on the board. Make sure that they use the correct "place" words as they do so, eg left/right, in front of/ behind/between
3. Introduce the idea of symbols for doors, tables, windows, cupboards etc. Every time a new symbol is introduced, explain it in the key.
4. It will become clear that they can only map floor level. As the lights are on the ceiling, they cannot go on the map.
5. It will also become clear that they cannot map everything. Some things, like electric sockets and waste paper bins, may make the map too complicated.
6. Ask the children to copy the map and to write their own initials where they sit. If you feel this will be too difficult for them, give them a photocopied outline and get them to complete the key.
7. When all the children have a copy of the map, ask them to tell you what they like and don't like about the classroom. Make it clear that they can have different opinions from their friends - and from you!
8. Tell them to shade what they don't like in red and what they do like in green.
9. Ask them to write their own sentences about their likes and dislikes in their books, following the pattern from the board.

Comment

This activity can be built into a bigger project. For example, the children can suggest ways of improving the classroom, possibly moving the desks into a different configuration or bringing flowers in to improve the atmosphere. They may also agree to leave their bags in a certain place so that they don't trip over them or to b bring interesting objects in from home to create a "museum table".