Rahma Sherif Rahma Sherif

Directions
Elementary level

Description

In this lesson, Ss will learn functional language about how to ask and answer for directions using a gist listening activity. The lesson starts by a map of Cairo metro and a free discussion will be done about directions. At the end of the lesson, Ss will practice a free speaking activity using the TL.

Materials

Abc simple drawings on the board
Abc Course book
Abc a designed song by the T

Main Aims

  • To provide clarification and practice of language used for asking for and giving directions in the context of cairo metro station

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of asking for and giving directions in cairo metro station.
  • To provide gist and specific information listening practice using a text about asking for and giving directions in the context of cairo

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1- To start the lesson showing Ss a map and ask them some questions as a brain storming, then make a discussion with the class in which T elicits the word DIRECTIONS. 2- T writes the word DIRECTIONS on the board and ask Ss what is the importance of knowing directions.(drawing the four arrows referring to N,S,E, and W)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1-T point to the map on which she determined four specific points. T sings a song while pointing on the 4 points (N,S,E, and W): I have 4 directions on my map, North, South, East, and West; wherever I go I have my map, I always know my directions, North ,South, East, and West, North ,South, East, and West. 2- T points to the 4 points again eliciting the directions. 3- T points to the pictures in the book asking Ss what they think. Ss will anser that they are asking for directions. 4_ T plays a recording asking Ss to listen to these tourists who are asking for directions and fill the gaps in each situation. 5- T monitors 6- T Ss check in pairs, then T gives FB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T focuses Ss attention to the question used in each situation, then ask two of the confident students to read it aloud T ask a third student to come to the board and point the directions on the map. For example, Turn left, then go straight. The third Ss point on the map to show that.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1- T mimes the different movements and Ss say the word, like turn right, go straight...etc 2- T writes down the examples of the TL Excuse me, how do I get to (Orabi) street? Excuse me, Where is the metro station, please? Turn right, then turn left, it is next to.... Go straight, it's on the corner 3- T uses CCQs to check meaning then elicits the form of each sentence. 4_ T teach phonology through drilling chorally and individually.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T focuses Ss attention to the speech bubbles then ask the Ss what these people say. T elicits from Ss that they are asking for directions and giving answers. T asks two of the confident Ss to act these bubbles. T tells Ss to use the places written in the box to ask for and give directions. ICQs are used. T monitors, gives help

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T tells Ss to imagine that they are in a different country then ask for directions and the others give answers. T tells Ss to prepare firs What to say, and How to say it. ICQs are used.

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