• To provide clarification and practice of language used in the context of asking and giving directions.
• To provide specific information and gist listening practice using a text about finding places on the map of Brighton in the context of asking and giving directions.
• To provide a fluency speaking practice using a text about finding places on the map of Brighton in the context of asking and giving directions.
Procedure (45-60 minutes)
I'll show them the map of our school-international house-by projecting it on the board and will ask them how they come here, from which direction, what are the places nearby and in which direction.
I will talk about my everyday journey to the school; which road or transportation I take and from which direction I come. I will give detailed directions about how my walking route to school to expose the students to the target language.
They will match the words for direction with the pictures given in the hand-out
They will listen to a dialogue and try to find where the King Street is on the small map on their hand-outs. They will listen again and fil the gaps in the dialogue. They will listen for the third time for drilling the sentences.
Ss will create a small dialogue with the given words, they will take turns. I will write one of the dialogues on the board and drill the sentences by back chaining I will show the map of England and pictures of Brighton and say something like "We will go to Brighton together now." They will look at the Brighton map and find three different routes from the Clock tower to Brighton Pier. Then they will listen to the directions and draw the route on the map. They will listen again and complete the dialogue in the hand-out.
Ss will choose two places from the box in 4A and they will write directions to them from the Clock tower. They will work in pairs and take turns. They will read the directions they wrote to each other and try to guess where they end.
I'll take the Ss out and ask them to choose a place in the hall. They will give directions to their partners to the place they want them to go. They will take turns. Students will talk about the route they take everyday to come to the school. I will refer back to my lead-in at the beginning of the lesson when giving the instructions. They will take turns.