Introduction

This page contains different methods grouped around the topic "Finding your way around London". They will be listed by different numbers.

1. Transportation&sights:
   The students are supposed to get to a sight via a means of transportation of their choice and act it out (e.g. make movements as if they are riding a bicycle or jog to the sight), and then try and figure out which sight in London it is, with the help of a table with descriptions.

2. Directions and sights: 
   These games combine knowledge about giving and receiving directions in and about London.

Target group and Time

1. This particular activity is best for grade 5-7, or when the topic 'London' comes up, and suitable for smaller classes. Depending on the student's level of English the time might vary between 10-20 minutes.
2. Since these games require prior knowledge of directions and sights in London, the target group would ideally be grade 6. Still, grade 5 will be able to complete the exercises as well, with the necessary scaffolding. Each exercise's time can vary according to the class's abilities, but six minutes per exercise are manageable.

Learning objectives

1. One of the main objectives is that the students are supposed to attempt to do this activity on their own (within their group or their partner), with minimal scaffolding from the teacher. Another objective is that the students lose inhibitions about movements and 'acting', as well as having the choice of that to act out. Additionally, they simultaneously learn some (fun) facts about sights in London.

2. The most crucial learning objective is to be able to listen attentively and follow given orders. Additionally, they refresh their knowledge of how to use directions in different scenarios and how to act on them. They also practice speaking clearly so their peers can understand them perfectly.

Instructions to set up the activity

1. The teacher starts by asking the students if they have been to London or if they know any sights in London. Then the teacher asks how one can get around a city. After this little cognitive activation, the teacher establishes the 'setting' and tells the students that they are tourists in London and travel from sight to sight by transportation of their choice and have to figure out which sight they are seeing, with their 'brochure'.
2. Direction-action: As a first step, explain to students that they should be moving around the space freely, without running into each other. Then tell them to listen carefully as you give instructions and directions. All they need to do is act them out. (The directions are below the game cards) Finding Your Way Around London: First, have the students look at the game cards. The card is split into two separate fields. The Top field contains a question (basically asking for directions), and the bottom area contains an answer (giving directions). However! The responses on the bottom of the card are not to answer your own questions. The students need to walk around the room and find another student that will be able to answer their questions. (this works similarly to memory - there are always pairs, they just need to find each other by asking questions).

Letting it run

1. When noticing that some students are stuck on a sight, the teacher can either help them out with a hint or tell them to move on and save that sight for last. The teacher can also suggest a new means of transportation to them, if they are acting out the same thing multiple times. If the group should finish earlier than anticipated, the teacher can then make a competition as to who is the first to find the sight they are calling out.

2. If the students might take a little more time, especially with the finding your way around London game, they can just play without a time limit until they are done.