Jane Louise Chatterton Jane Louise Chatterton

TP7
Elementary level

Description

In this lesson students learn how to ask for and give direction. To start they will be asked first to try and give their partner directions. This will give the teacher an idea of how much they already know. They will then watch a video of people giving directions and note down the language. They will do a guided discovery worksheet to work out the language and then have some controlled and freer practice to use the language that they have just learnt.

Materials

Ba8zgaiqscw6pi0drvba map Map

Main Aims

  • To provide vocabulary and phrases to enable students' to be able to give real life direction, in the context of a London situation.

Subsidiary Aims

  • To give students practice in speaking using functional language in the context of giving directions.
  • To develop students' skills in listening for detailed information in the context of giving directions.
  • To develop students' listening for gist skill in the context of giving directions

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Ask students what 'Directions' are. Ask students: When and where do they give directions? When do you ask for directions?

Test (2-4 minutes) • To see what the students already know before starting the activity

The teacher will ask the students to work in pairs. The teacher will write 'Students A: Ask for directions to the Besiktas shopping street.' Student B: Give directions Students will then come and write them on the board. The teacher will tell students that we will check these answers later and see if they are right.

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

The teacher will explain that the students will listen to and watch a person asking for directions on the street. First, the students will watch and answer 'How many people didn't help?

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

The teacher will explain that the students will listen again and they will complete a gap-fill exercise. The teacher will play the video again and the students will complete the phrases with the words from the listening. Students will check their answers with a partner. The teacher will tell the students to look for the answers under their tables.

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

For a strong class: Students, in pairs, will complete a guided discovery worksheet for the target language. One pair will then check with another pair. The teacher will project the answers. For a weak class: Teacher goes over the TL with the class, helping them understand the words/ phrases and asking CCQs from the GD but graded more to their level with more visuals and gestures.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Each table will be given some cut-outs of maps and directions. They will match the direction with what is shown on the map (3 mins). Students will then listen to check their answers.

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

The teacher tells students to turn over the written cutouts. Individually, the students try and write down two of the directions from the worksheet. Students then turn over the written part again and check their answers.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

Each student is given a map. One student will ask where something is on the map and the other student will direct the student based on the map. Then the students will swap and choose another place on the map to ask about. Teacher gives some feedback on their speaking task and on the remaining phrases on the board.

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