To provide clarification, review and practice of language used for less direct questions in the context of saying what you're looking for, asking for directions and giving instructions.
To provide specific information in the context of saying what you're looking for, asking for directions and giving directions.
To provide fluency and accuracy speaking practice in a conversation in the context of saying what you're looking for, asking for directions and giving instructions.
Procedure (42-55 minutes)
T will divide the Ss into four groups. T will show a picture to the Ss and ask: "What does it show?", then T will give one picture to each group and ask them to look at it carefully and predict its story. What's the story in this picture? Who are they and what are they talking about? T will choose a person from each group and ask him/her to retell the story.
T will give the Ss a handout with a conversation on it and another one with some questions. T will ask the Ss to read and listen to the conversation and answer the questions. T will ask them to share their answers together and will check their answers in a WCF.
T will write: 'Excuse me, I'm trying ..............Andover.' on the WB and ask the Ss to fill the blank. Ss will say: "to get to", if they couldn't answer T will say herself. Then T will give the Ss a handout and ask them to read the conversation again and fill the blanks. T wil ask them to share their answers together.
T will write three titles on the WB: 'Saying what you're looking for', 'Asking for directions', and 'Giving directions'. T will ask the Ss to match the titles on the WB with the sentences/questions on their previous HO. T will do the first one with the Ss as an example. T will ask the Ss to share their answers together and will write the answers under each title on the WB and ask the Ss to check their answers. CCQs: Are these statements/questions formal/informal? Formal. Who do we say these statements/questions to? our close friends/strangers? Strangers. Why do we say them in this way? They're more polite. T will ask the Ss: "How do we make these statements/questions more polite?", "What do they have that make them more polite?", Ss will say: "Excuse me, Do you know, Could you tell me, and Do you have any idea" T will ask the Ss to read the first example of 'asking for directions' aloud and will write it on the WB. T will ask the Ss: "How is the intonation in this question? Rising/falling?", Ss will say: "Falling", If they can't, T will say it herself and will show it on the WB. T will play the recording and ask the Ss to repeat after that. T will pause the recording and ask the Ss to repeat again whenever it is necessary.
T will write 'Where is the nearest bank?' on the WB and ask the Ss to change it in a way that is more polite. Ss will say: "Excuse me. Do you know where the nearest bank is?". T will help them when it is necessary in order to elicit the right form. T will give the Ss a handout and ask them to rewrite the questions in less direct language. Ss will do the task alone, then T will ask them to share their answers together. T will give them an answer key and ask them to check their answers.
T will ask one of the Ss to stand up and come to the board. T will ask him/her: "Excuse me. Do you know where the nearest bank is?". T will do this in order to model the task and then ask the Ss to stand up, go around and ask and answer the questions of the last handout from each other. T will monitor the Ss and write down their mistakes on a piece of paper. T will write some of the mistakes on the board and ask the Ss to correct them.