i will show google slides of Toronto CN tower. We will imagine a trip together. You are coming to visit me in Toronto. Who will you invite? What is this place? (CN tower) How will we get there? (Uber, taxi, a car) How do we know where it is? (google maps) What is this picture? (Google maps shows conflicting messages) What happened here? (an driver is stuck between two buildings because they followed Maps) What will we do now? How will we know how to get there? (we ask directions) Purpose: To introduce a context in which a conversation with a stranger is required to get directions.

Transition to the target language. I will share a form that exposes the Ss to the target language. The form has a short conversation about how to get to the CN Tower in Toronto. A: Excuse me, can you tell me how to get to the CN Tower? B: Sure. Go straight down this street. A: Straight down? B: Yes. Then keep going until you see a big park on the left. A: Okay, a park on the left. B: Right. After the park, take the second right. A: The second right? B: Yes, that right. Then turn left at the lights. A: Turn left at the lights. Got it. B: It takes about ten minutes from here. A: Great, thanks so much. B: No problem. Enjoy the CN Tower. The conversation is followed by 4 multiple choice questions. The options are pictures illustrating different answers: 1. Which picture shows “go straight down the street”? (picture of a road with arrow pointing down the middle). 2. Which picture shows “take the second right”? (picture of an arrow indicating the second turn) 3. Which picture shows park “on the left”? (picture of a park on the left) 4. There are two meanings of right. One is direction, (opposite of left). What is the other meaning of right? (Picture of a big check mark and a "two thumbs up" emoji

Meaning: I will share Google slide. First I will review 5 sentences and ask CCQ 1. “Can you tell me how to get to the CN Tower?” how to get to: Am I asking for directions? → Yes. Do I want to know the way to a place? → Yes. Am I already at the place? → No 2. “Go straight down this street.” straight down: Do I turn left? → No. Do I turn right? → No. Do I go forward? → Yes 3. “Keep going until you see a big park on the left.” keep going until: Do I stop now? → No. Do I continue moving? → Yes. Do I stop when I reach the landmark? → Yes 4. “After the park, take the second right.” take the second right: Do I take the first right? → No, Do I take the second right? → Yes. Do I turn left? → No 5. “It takes about ten minutes to get there.” it takes about…: Is this about time? → Yes. Is the time exact? → No. Is it an estimate? → Yes There is an activity to match symbols with the following statements: 1. How to get to. 2. straight down. 3. Keep Going until. (2 minutes) Form: The students will then have the opportunity to move words to complete the sentences. (2 minutes) Pronunciation: There will be two sentences with an audio file. The students will listen to the sentences and place drag a ball over the words that they feel are stressed. We will then review the sentences and practice the pronunciation. I will provide an example. “Go STRAIGHT down this STREET.” Students have 2 minutes to listen to the sentences and place the balls over the stressed words. “Keep GOing untTIL you SEE a big PARK on the LEFT. “It TAKES aBOUT TEN MINutes to GET there.” We will then focus on the connected speech items: as in Keep goin-til-ya-see-a bih-park on-de-left. It take-sa-bout ten minutes ta-geh-ther.

Controlled Practice I share a map with sentences blanked out and fill in the blank squares below. There is a map which the students need to navigate to answer fill in the blanks. I will put the students into pairs in BOR. The students are to read the sentences and fill in the blanks by dragging and dropping the correct words into the blank spaces of the sentence. The students will have 6 minutes. Freer Practice Students will be shown a map on slide 6. Instructions. Student A. Give a starting point and ask student 2 how to get to a destination. Student B. Tell student A how to get there. Students will have 6 minutes.

I will listen to the conversations and note a couple of examples for DEC.