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Giving Directions
Pre-Intermediate level

Description

In this lesson, students learn about asking for and giving directions through a listening text. The lesson starts with emphasizing the importance of giving directions accurately. This is followed by listening a dialogue where students listen and complete some sentences. Then they are expected to do a matching exercise. After that, the question forms which are used when asking for directions are presented along with the prepositions of place. Following this, students do some exercises as a controlled acitivity. Finally there is a pair work about asking for and giving directions by looking at the given map and a free practice through a writing activity based on drawing a map of their neighbourhoods and describing their neighbourhoods.

Materials

Abc pictures, worksheets, a listening track, coursebook, maps.

Main Aims

  • To provide practice of language used for asking for and giving directions.

Subsidiary Aims

  • To provide practice of prepositions of place in the context of giving directions
  • To provide fluency speaking practice in a conversation in the context of giving directions.
  • To provide specific information listening practice using a text about asking for and giving directions.

Procedure

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

T shows a picture of lots of complicated direction signs and ask ss what they see. Then T shows another picture in which there is a confused man and asks the reason why he seems confused. After that, T emhasizes the importance of giving directions accurately.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Ss listen to a dialogue and complete the sentences about the dialogue. Following this, ss do some exercises for which they are required to match the phrases they've completed to the pictures.

Highlighting (6-8 minutes) • To draw students' attention to the target language

T asks ss if they remember how the person in the dialogue asked for direction. Then T highlights the question forms that can be used when asking directions. After that, T shows some pictures which reflect the prepositions of place.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks questions to clarify and check understanding (e.g 'Who is sitting next to Ali?') and elicits answers.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss work as a pair and fill in the blanks in the dialogues on their worksheets.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss work in pairs. They practice speaking through looking at a map and asking for and giving directions according to the map. Student A chooses a place and asks for directions, Student B gives directions.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss are asked to draw their neighbourhoods and show their houses on the map. Then they describe their neighbourhoods to each other.

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