In the lead-in section, the teacher is going to show learners a couple of pictures related to asking for and giving directions, and they are going to share their ideas and opinions. The students are also going to discuss the following question: Is it easy or difficult to give directions? They are expected to share their ideas and points of view regarding the topic mentioned.

In this stage, the students are going to read a short conversation between a man and a woman. They are suggested to identify the vocabulary related to asking for and giving directions. The following is the conversation: Woman: Excuse me, can you help me? Where’s the shopping mall? Man: Yes, of course. Go straight on and go past the cinema. Woman: Alright! . Man: Then take the next right. The mall is on the corner, next to the church. Woman: Great, thank you! Is it far? Man: No, it isn’t. It’s about five minutes from here. Woman: Thanks! And where’s the stadium? Man: Cross the road and go straight on. It’s on your left, opposite the school. Woman: Perfect. Thank you very much! Man: You’re welcome. The learners and the teacher are going to highlight the content about directions. The teacher is going to ask pupils other ways to ask for directions so that the teacher elicits more information from them.

In the "meaning stage," the teacher is going to share the target language chosen, asking for and giving directions, and the students are going to match the expression with the definition. They are going to use arrows for this activity. The following is the activity. Expression (E) definition (D). (E) Go past the cinema. (D) Walk by the cinema and continue. (E) It’s on the corner. (D) The place is at the corner of two streets. (E) Take the next right. (D) Turn to the right at the next street. (E) Cross the road. (D) Go to the other side of the street. (E) It’s on your left. (D) The place is on the left side. (E) Go straight on. (D) Continue moving forward. The teacher is going to check learners' understanding and drill. In the "form stage," the teacher is going to ask learners to look at the online activities on the G-Forms slide and identify imperatives and their structure. verb + adjective/noun/preposition as follows: Go past the cinema. ____ + preposition + place It’s on the corner. Subject + __ + prepositional phrase Take the next right. Verb + _____ Cross the road. _____ + object It’s on your left. ______ + be + prepositional phrase Go straight on. _____ + adverb Once this activity is done, the teacher is going to ask CCQs to clarify any doubts. For example: Is it correct to say "you go straight on”? → No. Do we use the base form of the verb? → Yes. Does “on your left" describe movement or location? → Location. In the "pronunciation stage," the teacher is going to ask the learners to practice their speaking and notice the words and syllables stressed as follows. Expression: Go PAST the CINema. PAST / CIN It’s on the CORner. COR Take the next RIGHT. RIGHT CROSS the ROAD. CROSS / ROAD It’s on your LEFT. LEFT Go STRAIGHT ON. STRAIGHT The teacher is going to drill and model the pronunciation; the learners are going to repeat and improve their pronunciation skills. In the "appropriacy stage," learners are going to identify the context and how to incorporate the target language given in a specific situation. The teacher is going to share polite and less polite questions related to asking and giving directions as follows. Polite questions Could you tell me how to get to the bank? Excuse me, can you tell me where the park is? Less polite depending on the situation. Where is the bank? Where is the shopping mall? Students are expected to identify the context and so act politely and less politely.

In this stage of the class, the students are going to complete the conversation by using the target language practiced during the class; they need to identify which part of the structure is missing and complete the sentence. They will be able to review their notes and fill the gaps in the activity as follows. Man: Excuse me, where’s the bank? Woman: Sure. First, go __________ on for two blocks. Man: OK. Woman: Then take the next __________ at the traffic lights. Man: Right. Woman: After that, cross the __________ and walk past the church. Man: Is it far? Woman: No. The bank is on the __________, next to the supermarket. Man: Great! And where’s the stadium? Woman: It’s on your __________ after the bank. Man: Thank you very much! Woman: You’re welcome. The teacher is going to assess their performance and use CCQ to clarify doubts learners might have.

After practicing and participating in class, the students are going to discuss and interact with each other about asking for and giving directions. They are supposed to use the target language given to express themselves. Some of the topics can be the following: Do you know where …? Example: Do you know where the church is? Can you tell me where …? Example: Can you tell me where the bank is, please? Excuse me, how do I get to … Example: Excuse me, how do I get to the shopping mall? Students are expected to use these questions as a model to ask directions from their classmates based on a map that is given through G-Forms.

After the development of the free practice, the teacher is going to share Ss's strengths and weaknesses about the target language given. The teacher is going to have an OCFB. The learners are expected to reflect on their learning process and incorporate the target language in their real-life contexts.