Chnour Chnour

Chnour, Direction
Elementray, A2 level


In this lesson, the students concentrate on writing and also learn new vocabulary for describing appearance. By the end of the lesson, the learners will be able to write personal emails on the topic of appearance.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of language used for giving directions in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of giving directions


Warmer (5-7 minutes) • To get the students to give it a try in giving direction

- With pictures, T sets a topic of visiting of a new place. -T tries to raise the students interest in giving direction by telling them to discuss in pairs. -T asks them do you like to visit these places? -Do you know how to help people who are not familiar with your city and got lost?

Directions Vocabulary (4-5 minutes) • To present the practical vocabulary in giving direction

-T Introduces the words such as ‘right’ and ‘left’. -T Tries to elicit the meaning of these words from the students and write them on the board with arrows demonstrating each direction. - Once their meanings have been made clear to the class, demonstrate proper pronunciation. - It may be fun to teach your students this little trick to remember right and left.

Directions Phrases (10-18 minutes) • To introduce some direction phrases to the students and get them ready to give direction.

- T asks students to do some choral repetition. -T drills in order to check their progress on the individual level and do some quick comprehension tests. - T asks a student to “Turn right” or “Turn left” with a demonstration - Anyone who isn’t facing the correct direction needs to focus on the words more closely. -T shows some of the direction signs and elicit the meaning of the songs. -Turn right/left (at the 1st/2nd/3rd corner). -Go straight. -You’ll see it on the right/left. -It’s across from (the school, the park, the post office) -It’s next to (the police station, the playground, the library) - T helps them to understand the meaning of each phrase and lead some pronunciation practice exercises.

Practice (10-13 minutes) • To have the students practice giving direction

-T shows an imaginary present location on a rough map like the one from Step 1 and ask the students “How do I get to the ~?” -T calls on one student to give just the first section of directions, then another student for the second section, and then another until you’ve reached your destination. - T repeats until your students feel comfortable enough with the new phrases to give a whole set of directions on their own. - T marks a beginning position on the map and give a set of directions. Ask students “Where am I?” to see if they were able to follow along with you and repeat. If necessary, go back to review anything that seems difficult for the students.

Production (8-10 minutes) • to have the students pruduce whatever they have learned

- T divides the class into two groups. - She choose one students from each group. they must be blindfolded. -Teacher puts the desk with a lot of chocolate on it in the center of the class and makes two different routs to the different corners of the class using papers. - Their groupmates must give them the direction to the desk. - The student who get to the desk sooner, that group is the winner.

Feedback error correction. (1-2 minutes) • To correct the mistakes

- T takes a note of the problems and writes them on the board. -T elicits the correct sentences.

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