Fatima Bastaki Fatima Bastaki

Functional Language & Listening
Elementary A1/A2 level


In this lesson, students learn about the functional language of giving directions by getting exposed to the language through listening exercises. The lesson starts with a short prediction discussion about what students would ask at an information desk. This is followed by gist reading and a reading for specific information task, which will then set the exposure for the target language that will be explored in meaning, form and pronunciation. Finally there is some free practice via role play speaking activing on giving directions.


Abc 3D Listening exercises (1, 2 & 3)
Abc 3D Functional Language exercises (1, 2 & 5)

Main Aims

  • To provide clarification and practice of language used for giving directions

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about giving directions


Stage 1 (2-3 minutes) • Lead in

T sets the context and brings up elements of the previous lesson. "You are at an information desk in a shopping mall. You want some information. What do you say?" T elicits some questions for directions from students.

Stage 2 (5-7 minutes) • Listening for Gist

A matching exercise is given to students before the listening task in order to build the context for places in malls. The visuals of the mall symbols are displayed on the white board for students to see. A peer checking point between pairs or groups is set to check for their answers. Students can then listen for their right answers, played once by the recording. Feedback is set by nominating some students for at least four answers. The answers are then drilled from students for pronunciation.

Stage 3 (10 minutes) • Listening for Specific Information

Instructions are given to students before handing out the first listening for specific information exercise. Students listen to the first take of recording. Peer checking is set in pair or groups to confirm answers. Students listen to the recording again. Feedback session is set by nominating a student from each group to write a tick on the white board by the visuals of symbols. -- Students are then given the next listening for specific information (fill in the gaps) exercise. Peer checking is set in pair or groups to confirm answers. Students listen to the recording again. Feedback session is set by nominating a student from each group to write the answers on the white board.

Stage 4 (10-15 minutes) • Target Language is highlighted for controlled task

Two marker sentences will be obtained from the previous listening task and drawn on the white board for students' attention. Concept checking, function and intonation patterns of the sentences are highlighted. T can ask any of the questions to clarify meaning and function; When asking for directions, should I be polite or direct? Is this happening in the present? Am I asking for something specific or general? What kind of information am I asking for? When answering for directions, is it direct? When giving directions, is it giving specific information? Intonation patterns are highlighted by drilling. Students are then given a matching exercise to highlight phrasal verbs of giving directions. Peer checking is set in pairs or groups to check for answers. Feedback is set by asking students to write the answers on the board.

Stage 5 (10-15 minutes) • Post-Listening

Students are given instructions and a handout for a role playing speaking activity. Students are set in pairs. Students are given enough time to pick a place in the plan of the Mini Mall and come up with a dialogue. A few pairs will be picked to demonstrate their dialogue by the end of the lesson. Delayed error correction is appropriate at this stage if there is time.

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