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TP6_Functional Language
Elementary level


Second elementary teaching practice. Functional language: giving directions (Listening and speaking).


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of language used for asking for/giving directions in the context of doing a gap fill and listening to dialogues about directions.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of asking for/giving directions


Lead-in (4-5 minutes) • To set the context for the lesson and the first activity.

T shows a map of ITI. T asks Ss to give him directions to the reception from his current position shown on the map (Can you tell me where the reception is?) T encourages Ss to use language instead of pointing to places on the map. T sets the context and tells Ss this is what they are going to learn today.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through a gap-fill activity.

T puts Ss in pairs. T shows HO and explains the task in ex.1 p.39 (functional language). Ss work in pairs and fill in the gaps. Pairs check answers with other pairs. T shows answer key.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

T shows a picture of someone asking for directions. T asks: What do you see in the picture? Three men. Does this man (T points at the lost person) know his way? Probably not, he's lost. What questions do you think he's asking? Ss answer in pairs. T elicits possible questions. T gives small HO of useful language to the Ss (p.40 Language Refereence)

Listening (5-6 minutes) • To expose Ss to TL through a listening for detail and gap fill task in the context of short dialogues between people asking for/giving directions.

Ss read the sentences (ex.2, p. 39, listening, track 1.56) individually. Ss try to guess what the words in the gaps are. T plays the recording and pauses after each sentence. When the listening is over, Ss check answers with a partner. Teacher shows answer key.

Language practice (6-7 minutes) • To give Ss a controlled practice of TL in a dialogue following a gap-fill.

T shows HO (SBk p.149, ex.6) T explains the task. Ss read the dialogue and fill in the gaps in pairs. Ss check with other pairs. Ss practice the dialogue in pairs. T changes the pair after each round.

Productive Task (8-10 minutes) • To provide an opportunity for fluency practice of TL

T divides class into pairs. T explains the task (extra activity: Finding the Hotel Shop TB). T elicits new words. T elicits some useful phrases introduced in previous activities. Ss work in pairs and ask for directions. They write the names of the places on their maps. Ss check answers when they finish using their partners' maps.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

T writes some models of good/wrong language use. T asks Ss to correct the wrong words/sentences. T gives feedback.

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