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Writing about getting from getting from A to B
Beginner: A1/A2 level


In this lesson students learn how to give written directions in a letter through guided discovery based on a short letter from a foreign friend. The lesson starts with a warmer about transport in Istanbul using pictures to drill answers. This is followed by exposure to the coming task in the form of a gist reading of the letter from the who needs directions from the airport to Besiktas. Then there is a focus on useful language to highlight sequence markers and the general use of "you" in the letter. Next, there is a productive task for students to brainstorm ideas about directions in small groups, followed by individually writing a reply letter to the foreign friend. Lastly, students will provide feedback to each other by reading each other's letters, comparing their directions and then peer/self correcting errors.


Abc find your partner gap fill
Abc letter from a foreign friend
Abc get ideas/writing ho

Main Aims

  • To provide product writing practice of a letter in the context of transportation directions between two places.

Subsidiary Aims

  • To provide clarification and review of conditional can and can't in the context of transport.
  • To provide review of transport words in the context of giving directions.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

(TL written on WB before class) T shows pictures of different types of transport available in Istanbul. T asks CCQs to drill vocabulary. *What is this? *Do you have this in Istanbul? T gives find your partner gap-fill to ss. Half ss have answers, half ss have gap-fill sentence. ICQs *Who has the answers? *Who has the sentences? *How many partners will you find? OC-FB *Is this correct? *Should we change the answers?

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

T chests letter and asks CCQs *What goes here? etc... *Whose name? *What is this part? etc... T instructs students to read the letter and answer the questions (gist task). Then check with a friend (pw) OC-FB

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

(T has already written 2 sentences on the board from letter) T CCQs sequencing words: T writes numbers 1-4 on the board and points to each. *Where is this word in the sentence? T instructs ss to underline the TL and nominates ss to demo on WB. T points to "you" and CCQs: *Where is this? *Is this word before or after the verb?

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T gives ss map and chests. CCQs *Where is Ataturk Airport? *Where is Besiktas? T instructs ss to think about directions from Ataturk Airport to Besiktas and talk (gw). T gives get ideas/writing HO. T chests HO and instructs students to fold in half to write ideas on left. T instructs ss to change groups. T chests ho and instructs ss to write share ideas and write new ideas on other side. Ss return to seats and T instructs ss to write a letter to the friend. T flips ho and chest to show ss where to write the letter.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Ss exchange letters with a partner and read. Then they compare directions and check (pw) T writes you, first, second, third, can/can't on board and instructs students to check for these words and underline them. Ss discuss TL, decide if correct or not and make changes. T collects writing from ss.

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