Abboud Abboud

TP 6a
B1 level


Abc Audio recording
Abc Cut up collocations
Abc Handout
Abc WB

Main Aims

  • To provide clarification and practice of language used for giving directions in the context of conversation between a man and a woman in a car.

Subsidiary Aims

  • To provide specific information listening practice using a text about g in the context of conversation
  • To provide fluency and accuracy speaking practice in a giving directions in the context of asking less direct questions and answering them


Warm up / Lead in (3-5 minutes) • To set lesson context, engage students and raise interest in the topic.

T tells the Ss that (yesterday wanted to visit Topkape museum but I did not how to go their.As you know Istanbul is a very big city. Would you please tell me how to go their?) Ss will tell the T some sentences. T says thank you for telling me the directions.

pre-teach functional language (2-4 minutes) • To engage the students to the essential lexis (key word) in their lesson.

T write on the WB (DIRECTIONS), asks Ss what does this word mean. Ss guess the meaning. T tells the Ss the meaning, the modal and the pronunciation of this word.( MFP). Ss will be checked by giving more words related to the word (directions).

Listening for specific details / pre-teaching essential lexis (4-6 minutes) • To provide context, ( a conversation between a couple in a car), for the functional language through a 'listening' (receptive) exercise.

T shows the Ss the picture of Angie and Rick to attract the Ss's attention. T explains that the people in the car are Angie and Rick and that Rick is driving. They are going to Andover. CCQs: How many people are their in the car? Two. Who is driving the car? Rick. Are they going to New York? No. T shows the first HO and gives Instructions: - In 30 seconds read the three questions. - Listen carefully. - Answer the three questions individually. ICQs: How many seconds do you have for reading the three questions? 30 seconds. Are you going to listen or read? listen. T monitors. Ss read the three questions. Ss listen to the conversation and answer the three questions. Ss check in pairs. Ss check with T.( Ss and T discuss the answers). .

Reading for scan (7-9 minutes) • To elicit meaning (of the given directions),through a familiarized context, and to clarify function and model of the TL which is followed by pronunciation.

T shows the Ss the second HO and gives them some instructions. The instructions: Read the printed conversation that you listened to in the first task. Underline the given directions and circle the questions for directions. T shwo the Ss how to answer by answering an example on the WB. ICQs: Are you going to listen or to read? read. What are you going to underline? (the given directions or the questions for directions?) the given directions. What are you going to circle? (the given directions or the questions for directions?) the questions for directions. T monitors. Ss read, underline the given directions and circle the questions for directions. Ss check in pairs. Ss check with T.(There's WC FB). T elicits the TL function, (from Ss's comprehension of the text), clarifying the model of the TL and the pronunciation. FB through CCQs: in a minute Ss will give their partners two examples about asking for directions and two others about giving directions.

Controlled Practice (8-10 minutes) • To provide an opportunity for the Ss to fix their understanding for the TL through listening and repeating to the audio recorder .

T shows the third HO and gives some instructions. The instructions: Complete the sentences from (a-j) with useful phrases for directions individually. You can look back at the conversation in last task. ICQs: You are going to complete the sentences from (a-j) with ........?useful phrases for directions. Can you look back at the conversation in last task? yes. T gives the HOs. Ss work individually. T monitors. Ss share their opinions in pairs. Then, there's W/C F/B through ( listening to the recorder).

Writing for controlled practice (6-7 minutes) • To provide with an opportunity to further practice the TL and to produce less direct questions.

T clarifies the Ss that we often use less direct language when asking questions to stranger, as it sounds more polite. We use (excuse me) to attract someone's attention in a polite way. We use one of the following three ways( Do you know/ Could you tell me/ Do you have any idea + the question but we have to replace the modal verb with the subject). Ss will be check by giving more examples. The instructions: In groups of two rewrite the questions in less direct language. ICQs: Are you going to write questions or negative sentences? Questions. Are the questions in direct language or in less direct language? In less direct language. T hands the last HO. Ss will answer the writing task in pairs. The groups will check their answers with each other. T hands the answers.

Freer practice (4-6 minutes) • To provide with the practice of the TL through productive skill of speaking targeting both accuracy and fluency.

Ss will be divided into pairs.(A) and (B). Ss (A) ask Ss (B) a less direct question . S (B) answer the question. Ss take turns. T monitors. T tells the Ss about the mistakes (if their are).

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