To provide vocabulary and phrases to enable students' to be able to give real life direction, in the context of a London situation.
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 (30-45 minutes)
Ask students what 'Directions' are. Ask students: When and where do they give directions? When do you ask for directions?
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.
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?
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.
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.
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.
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.
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.