Ember Carandang Ember Carandang

Copy of TP 6
Intermediate level


In this speaking lesson, Ss will practise some functional language in the context of giving and asking for sirections. Ss will first deal with the functional languaeg in a listening text. Next, they will scan the text to categorize the TL under the headings of giving and asking for directions.Then Ss will try to create a conversation via pyramid discussion for spaking pracice for accuracy. In the last stage, Ss will be given roles to give and ask for directions.


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Main Aims

  • to provide fluency and accuracy speaking practice in a role play and pyramid discussion in the context of giving and asking for directions

Subsidiary Aims

  • to provide writing practice of a conversation and scan reading practice using a teaxt about geting lost in the context of giving and asking directions


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T talks about her experience on the first day in Istanbul and asks Ss whether they have got lost before in a ctiy, what they have done or what they can ask if they get lost in a foreign country. Then T sticks a picture on WB and explains that two people in the picture lost their way. T then introduces the listening about these two people wants Ss to be careful about the way people give and ask for directions.

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading

T want Ss to scan the text and underline the phrases in which people give and ask for directions. Then Ss are supposed to categorize these sentences under some headings like 'asking for directions. giving directions and saying what you're looking for' in theri pairs. Thus, Ss will be exposed to the functional language they will use in coming speaking task.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Ss are given some sentences about giving and asking for directions. These sentences are in direct language. Ss are supposed to rewrite these sentences using a more formal or less direct language as they are talking to strangers. Ss discuss in pairs to find more formal ways to rewrite these sentences. They have 2 minutes to complete the task. Then T gives answer key.

Productive Task for Accuracy (12-14 minutes) • To provide an opportunity to practice target productive skills in a more accurate way

For the next activity, Ss are supposed to write easiest way to a specific point in the given city map. Ss first work in pairs. In their pairs,they discuss how to get to the location in the map. Then, Ss work in groups of three or four to write a dialogue using the directions they have already written in their pairs. Finally, all students come together to finalize the dialogue and rewrite it in a more formal way. Ss discuss the sentence structures. One of the students read the final form of the dialogue. T gives feedback on WB. T writes errors on WB and corrects them with Ss.

Productive Task for Fluency (10-12 minutes) • To provide an opportunity to practice target productive skills in a fluent way

In their pairs, T gives each student a city map. All student are assigned some roles like taxi driver, a student who is new in the city, a tourist, a polcie officer. Using their city maps, Ss are supposed to ask each other for directions of places. After finishing a conversation, Ss change roles and other Ss asks for directions. T monitors carefully and writes down the errors. After Ss finish the task, Ss corrects errors on WB.

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