Diana Diana

Giving Directions
Elementary level


Abc PP
Abc Cut Outs
Abc Handout HO
Abc Audio

Main Aims

  • By the end of the lesson, ss will have practiced using prepositions of directions in the context of giving directions

Subsidiary Aims

  • to practice controlled speaking


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

T will demonstrate context by asking ss for directions to nearby places. (Ex. Pizza Hut, KFC) T will kindly ask directions using "Excuse me, How do I get to _______, please?" Applying intonation on please. . ss will reply . T will demonstrate again using the same functional language. drilling the question w the ss using OP interaction. Then T will reverse the role and have students ask her for directions using the same question. T will demonstrate proper way to give directions using TL. T proceeds to Use CCQ's: DId I mention the name of the location I wanted to go to? Did I ask rudely? Was I polite when asking for directions? when giving directions....... DId I use hand signals? Was I clear? DId I use key words?

Elicit Target Language (8-10 minutes) • SS will become familair with using prepositions when giving directions

T will show images from the internet on PP. T will Elicit from the ss, the 9 prepositions we use when giving directions. T will do so by using images on the pp as a guide. After T elicits the correct word from the ss, T then places a visual aid to reinforce the image; therefore, ss can look at the word and connect its meaning with the image. CCQ's- DO we need to use specific words when giving directions? Do these words help people find a specific place? Are these words helpful? Do we need to use names of places when giving directions? T drills each preposition and adds words such as right and left which are essential when giving directions. SS can refer back to board to write words.

Controlled Practice (8-10 minutes) • ss will listen and use the correct prepositions when giving directions.

T will demonstrate functional language form of prepositions when giving directions. T will give instructions for activity. SS will work alone. SS will need to focus on the map and identify A34 exit on Apple Cross. Then SS will listen to an audio. Andy is giving directions to his cottage. SS will mark the route to Andy's cottage using only their fingers or a pen. Then ss will work in pairs and try to fill in the gaps. T will play recording again and ss will check. ICQ's Are you working alone? Are you filling in the gaps the first time you hear the audio? After the audio is played: Are you working in pairs? Are you filling in the gaps?

Semi-Controlled Practice (8-10 minutes) • preparing students to use prepositions when giving directions.

SS will focus their attention on the pictures of Joels car. T will elicit From the ss where is joel going? How do you know? ( the route is the same as the prior activity) T will demonstrate first sentence with ss using the prepositions from the box. SS will work in groups to complete the rest of the text using the information in the pictures. Feedback given by playing the audio to check answers.

Speaking Practice (10-15 minutes) • To provide students with speaking practice using the target language and role play

SS will cover the text of the second activity and look at the pictures only. SS will pretend to be Joel. SS will use the prepositions in the box to describe the directions to Andy's cottage. Ss will also use then and next when giving directions. T will demonstrate first example. SS will then work in groups. one ss form each group will think of a nearby place. They will give the directions to the place and the other ss must listen to the directions and guess what place is it? SS will take turns giving directions. T will quickly demonstrate first example using TL. ICQ"S will you be working alone? Will you be working in pairs? groups? Will you be writing? Will you be speaking? Will you be using specific words?

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