9 Twende Ufuoni

https://www.flickr.com/photos/65973603@N00/7385138156

"Sarova Whitesands - Reception Art #1" by www.hickey-fry.com is licensed under CC BY 2.0

Kiwango

Cha wastani/Cha juu

Maneno makuu

Tamaduni za pwani/Baharini ⧫ likizo au mapumziko ⧫ tafrija na burudani ⧫ utalii

Summary:

This lesson can work well for topics such as hobbies/leisure activities or travel that are common in many college-level foreign language programs. The activities in this lesson invite students to think about their experiences at the beach in general and reflect on their understanding of “beach culture” in both their countries and the target country. Students are not only asked to imagine themselves and their friends/family doing various activities at the beach, they also get to experience these activities using all their five senses and write a journal entry summarizing their day at the beach.

The first set of activities lay a foundation for students to become familiar with relevant vocabulary and phrases as they think through their own ideas about the beach. These activities can be done as individuals, in pairs or small groups. The instructor will have discretion to decide on what works best for their students. The students will then analyze target language texts (in this case, an image and a video) that help them contextualize their vocabulary and reflect on the social, cultural and historical aspects of the texts and topic. Working with aesthetic images will help students expand beyond typical communicative activities. Finally, students will apply this knowledge by first imagining themselves at the beach and exploring the aesthetics of the beach using all their senses and later (as a homework assignment) describing this experience in the form of a journal entry.

Muhtasari:

Somo hili linawezatumika katika mada za tafrija, burudani, utalii au usafiri, mada ambazo zina umaarufu katika ufundishaji wa lugha. Mazoezi haya yanawaalika wanafunzi kufikiria kuhusu uzoefu wao ufuoni au pwani na pia kutafakari mawazo yao kuhusu tamaduni za ufuo au za pwani katika nchi zao na nchi wanayozuru. Wanafunzi kwanza wanalikwa kijifikiria wakifanya vitendo mbali mbali ufuoni, halafu pia wanapata uzoefu wa vitendo hivi wakitumia hisia zote tano kuliandika muhtasari wa muda wao ufuoni kama ingizo la shajara.

Mazoezi ya kwanza yanawapa wanafunzi msingi kujifahamisha na msamiati vile vile vishazi husika wanapokusanya mawazo kuhusu ufuo. Mazoezi haya yanaweza kamilishwa kibinafsi, na wanafunzi wawili au kama vikundi. Mwalimu ataamua ni mfuo upi utawafaidi wanafunzi wake. Wanafunzi kisha watachambua nakala (picha na video) zitakazowasaidia wanafunzi kutumia msamiati katika muktadha mwafaka ya jamii, tamaduni na historia. Utumizi na uchambuzi wa picha utawasaidia wanafunzi kufanya mazoezi yanayotumia lugha zaidi ya mawasiliano, kwa kuwahimiza wazingatie uzuri wa picha. Mwishowe, wanafunzi watapata fursa ya kutumia maarifa waliyojifunza kwenye somo kwa kujifikiria wakiwa ufuoni kisha kuzingatia upendo au sanaa ya ufuo kwa kutumia hisia mbalimbali na baadaye (kama kazi ya ziada) kuelezea uzoefu huu kama ingizo la shajara.

Malengo ya somo:

• Kuelezea ufuo na mazingira yake kutumia hisia zote tano
• Kutafakari na kulinganisha tamaduni ufuoni kati ya nchi za wanafunzi na nchi wanazozuru
• Kuelezea uzuri na uzoefu wa vitendo mbalimbali ufuoni
• Kuandika ingizo la shajara kutumia wakati uliopita kwa lengo la kuelezea uzoefu huu.

Mwongozo wa Somo

Uzoefu Ufuoni

Students can be given a few minutes to complete this activity (individually) and write down their ideas first, before discussing these answers as a class. This will make sure everyone has some notes to refer back to as they gain global comprehension (as a class) of the beach and make conceptual associations, habits and activities that are common at the beach.

A. Jadili maswali yafuatayo kisha uandike mawazo yako kwenye jedwali.

• Je, kwa maoni yako, dhana ya ufuo ni gani?
• Je, umeshapata nafasi ya kuenda ufuoni? Kama jibu ni ndio, ufuo upi? Kama ni la, kwanini hujapata nafasi?
• Je, ni kitu gani mtu hutarajia kuona ufuoni?
• Je, ni kitu gani mtu hutarajia kupata ufuoni?
• Je, ni vitendo vipi mtu hufanya ufuoni?
• Je, watu huleta vitu kama nini ufuoni?
• Je, una mpango wa kuizuru ufuo fulani hivi karibuni? Ufuo upi?

Kutafsiri Ufuo

This video helps students (re)familiarize themselves with the beach and begin to think about helpful phrases and vocabulary that can help intermediate learners contextualize the vocabulary discussed in the previous activity.

Tazama video ifuatayo inayowakilisha ufuo wa Diani mjini Mombasa. Unapotazama, andika vishazi na msamiati muhimu kwenye jedwali (Hii inajumuisha vishazi/vitenzi, msamiati/nomino na vivumishi)

B. Linganisha maswal/ maandishi yako na mwenzio kisha uyajibu maswali yafuatayo.

• Je, vishazi/msamiati ipi ilikupendeza?
• Je, kuna kufanana/ tofauti zozote katika majobu yenyu?
• Je, ni jambo gani limekushangaza? Kwanini?

Uchambuzi wa Ufuo ndani ya Picha

Students analyze the image and begin to explore social and cultural meanings in the text. They also speculate on the historical setting and compare this historical representation to contemporary beach culture (Strandkultur) in their contexts of interest.

C. Tazama picha kisha uyajibu maswali.

• Ni fikra gani unazopata unapotazama picha? Unatazama wapi kwanza? Kwanini?
• Ni kina nani wako kwenye picha, wamevaa mavazi gani, wanakaa vipi? Je, hili ni jambo la kawaida nchini Kenya?
• Je, watu hawa kwenye picha wanafanya nini? Wanakaa vipi na wanahisi vipi?
• Je, picha hii inalinganisha vipi na maelezo kuhusu ufuo ya awali?

D. Kwa vikundi vidogo, linganisha maswali yenyu.

• Je, ni maelezo gani yana uzito? Mbona?
• Jaribu kukisia muda ulioonyeshwa kwenye picha. Elezea jibu lako.
• Unaposikia kuhusu tamaduni za ufuo za Kenya, ni mambo gani yakujia mawazoni? Mawazo haya yanalinganisha vipi na tamaduni za amerikani (au nchi yako kama ni tofauti) Jadili na uandike maelezo yako kwenye jedwali.

Tamaduni za nchi hii ni zipi?

Kutumia Maarifa: Twende Ufuoni

This activity invites students to begin experiencing the beach and explore the aesthetics of beach culture and activities. First, students will look for images by artists in the German-speaking world that represent different cultural aspects. Students can then imagine themselves in those spaces and describe their experience. They can make short notes while doing this activity.

Tafuta picha ya msanii anayeonyesha tamaduni za pwani nchini Kenya au Tanzania. Jidhanie upo ufuoni (iliyopo kwenye picha) na marifiki wako au familia yako. Umesimama (au kuketi au kujitandaza) ufuoni. Fanya yafuatayo….

• Kwanza elezea unachoona, unachohisi na unachoskia.
• Nani yupo na wewe? Andika majina yao na ueleze kama ni marafiki au familia.
• Umebeba nini? Kwa mfano, vitu vya kibinafsi, chakula, vinywaji, na kadhalika.
• Unafanya vitendo gani?
• Eleza hali ilivyokuwa.

After this activity, students can be put in pairs or groups and asked to compare and share their experiences at the beach. As a homework activity, the instructor can ask students to write a journal entry about their day at the beach in which they describe the beach and the type of activities they took part in.