Copy of Gözde Demirel,TP 7 Functional Language & Vocabulary
Elementary, A2 level
To provide clarification of language used for " asking for and giving directions " in the context of " places ".
To provide accuracy and fluency speaking practice in a dialogue about asking for and giving directions in the context of places.
Procedure (46-7 minutes)
Teacher shows the Ss two pictures from the places she has visited and asks " Where do you think it is ? " Then, she asks "What are the most interesting places to visit / go in İzmir or around İzmir?", gives students two minutes to talk about these places with a partner and nominates one student from each pair to share their ideas
Teacher projects the photos of Brighton on the board and asks " Do you know this town?, Where is it? " and elicits Ss' answers and then she pre-teaches the word "pier" by using personal pictures and a picture of " Konak Pier " and giving the definitions and then asks CCQs: " Is it over the sea? " (Yes), " Can you walk there? "(Yes), " Do you go shopping at Konak Pier ?" (Yes-No) Then, T shows the HO, tells the Ss to read the information about Brighton and answer the questions in pairs. In feedback, T discusses Ss' answers and show them where Brighton is on the map.
Teacher gives the Ss a hand out where they match the words with the pictures. Vocabulary : bus station, theatre, car park, Tourist Information Center, museum, clock tower, art gallery, square, library, swimming pool, Town Hall. Ss work alone, T monitors and take notes of the words that Ss have difficulty. When finished Ss check their answers and T clarifies the words that Ss could not find out, asks CCQs, and drills.
T projects a dialogue on the board and asks the Ss to read it and tell the question in the dialogue then she asks CCQs to check the meaning. In the next slide she clarifies how to ask for directions . Then, she projects another dialogue and asks the Ss to tell her which sentences talk about ways & directions.Then, she clarifies the language to be used while giving directions, asks CCQs. After that, T shows the Ss a matching activity, tells the Ss to match the directions 1-8 to the diagrams A-H. Ss work alone and do the matching activity then check their answers. T monitors and picks up points for feedback. When finished, T drills the phrases.
T tells the Ss that they are going to work as two groups, each group will choose two places from the box and write directions to them from the Clock Tower. T does one example with the class first. While Ss are working, T monitors and takes notes to deal with in the feedback. When done, a student from each group will read their directions.
T elicits some well-known places in İzmir/Alsancak and writes them on the board. Then, she projects the map of the area on the board and explains the task : they are going to work in pairs, first decide on a starting point and think about the places they want to visit. When both of the partners are ready, they are going to ask for /give directions. T demonstrates the activity first and then gives the map to the Ss and lets them work. T monitors and makes notes of good and bad examples for feedback session