amne amne

Seventh Lesson
A1 level


In this lesson, students learn about asking for and giving directions.The prepositions of places have been already introduced in the previous lesson.


Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of asking for and giving directions.

Subsidiary Aims

  • To provide review and practice of vocabulary in the context of asking for and giving directions.


Warmer/Lead-in (4-5 minutes) • To set lesson context, engage students and get students ready for the speaking tasks.

* Teacher starts by giving a task that helps students revise the words they know and hem/her focus on the words that they do not know. - Teacher puts pictures for different places on the walls of the classroom. - Teacher gives instructions to students on how to complete the task. a) Teacher tells students to work individually. b) Teacher tells students to go around the classroom and record the words they know in one column and the words they do not know in the other. * Students complete the task. - Teacher asks students about the pictures they do not know. - Teacher tries to elicit the words from students, model, drill and show form of the word.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/ role play

-Teacher gives students instructions on how to complete the task, exercise 8 in SB. a) Teacher shows students the handouts. b) Teacher tells students to work in pairs to choose the correct answers. c) Teacher asks ICQs to make sure that students understand all instructions (For example, are you going to work alone? No. Are you going to write anything? No). * Students work in pairs to complete the task. - Teacher gets feedback from students and drills. - Teacher tells students to work in pairs to practice the conversations (controlled practice). * Students practice the role play in pairs.

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

- Teacher tells students to turn their papers down. - Teacher elicits the words and expressions that are important in the productive task. a) Is is polite to go and interrupt people talking? No. So what do we say? Excuse me. b) Teacher uses body language to elicit the words (right, left, here and along this road).

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice fluency and accuerecy of the target language

Task 1 (Semi-controlled practice) (8-9) - Teacher changes partners. -Teacher gives instructions for students on how to complete the task. ''You and your partner will have different maps. Ask your partner for directions to these places. Then write them on your maps.'' - Teacher asks for volunteer from students to help with modeling the activity. - Teacher and one of the students model the activity. - Teacher gives students handouts. * Students work in pairs to complete the task. ----------------------------------------------------------------------------------------------------------------- Task 2 (Freer Practice) - Teacher tells students that Friday is the last day at ITI, and we want to throw a party in one of their houses. So students have to mingle with other students, ask other students for directions about their houses and they should give directions to their houses and agree which place is reachable to everyone. (This task is just to personalize the topic, make students more involved in the freer task and prepare them to use the TL language in real life) (9-11)

Feedback and Error Correction (4-7 minutes) • To provide feedback on students' production and use of language

- Teacher want to make sure to correct students' errors throughout the exposure procedure and during the productive stage task 1. - Teacher monitors students during the freer task and records students errors and tackle them after the task. - Teacher gets feedback from students.

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