Sepideh Garakani Sepideh Garakani

Writing, Giving directions
Elementary, A1 level


In this lesson Ss are going to learn giving directions and should end up being able to give directions to a place through a writing activity


Main Aims

  • To provide process writing practice of a letter in the context of giving directions

Subsidiary Aims

  • To understand and locate an address by reading instrictions in a letter


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T gets to the front of the class and introduces herself and does the greetings with the Ss. T says that this Eric guy whom the Ss are already been informed about during the last class has invited the whole class to his apartment, as now he has a new flat and some new furniture and he wants to show off! So now the Ss may come up with some assumptions about his new furniture and the place of his apartment. T may ask some questions like if the Ss think it would be close to a park? or etc Ss can think and come up with some ideas in pairs. As FB: some quick WC would be Ok.

Exposure (6-8 minutes) • To provide a model of the task and highlight useful words and phrases

T puts a map on the board and elicits some places, then tells the Ss that she just found out that this guy has sent her an email and then she tells them that she would want to share it with them, T starts reading the email silently, using her mobile phone in the class and then tells the Ss that she needs some help with the directions. So she reads it loudly and clearly for the Ss to be able to follow the directions and help her with locating the apartment. Finally Ss will pair up to make sure they have come up with the correct place and then the place will be located on the map.

Task (4-5 minutes) • To provide an opportunity to practice target productive skills

Ss are instructed and provided with the gap filling task. They will be told that now they have a letter that they are supposed to complete using the words that the T provides on the board. Ss do the task individually and check in pairs. Fb: T-WC

Controlled Practice (4-5 minutes) • To provide an opportunityfor Ss to Practice

T asks paired Ss to think of different place (eg. car park) and directions (eg. along, in front of) and put them in 2 groups and then check and share with 2 other pairs. Then volunteers come to board and put the words on the 2 categories on the board.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Ss are provided with a map and are asked to imagine and put different places on it, then they should locate their own place on the map. Ss are going to be given some sort of awareness to some specific parts of writing, too.

Language Practice (12-14 minutes) • To provide students with practice of the task language

Ss write a letter about their address on the map and then sit in groups of 3. Fb: Ss read their letter without showing it to other Ss and others have to guess the location.

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