Asking for directions
To provide practice of language used for asking and giving directions in the context of "following directions"
To provide practice in some "functional language " in the context of "following directions".
Procedure (43-60 minutes)
The teacher introduces the topic of the lesson by presenting some real objects like a set of toys houses and some pictures of locations to make students review the prepositions of place. He puts the pictures of locations on the board and makes students match the right prepositions. The teacher then elicits from the students about the topic he will introduce next ?
The teacher puts the students into pairs to discuss the question"Do you find it is easy to give/follow instructions? The teacher gives students 3 minutes to ask and answer the question then have whole class feedback. The students are exposed to the target language by doing peer work. After that, the teacher chooses one or two students and asks them about their opinions.
The teacher highlights the target language by drawing attention to the functional language used to ask/give directions. The teacher sticks a map of the local area on the board and plays the part of a stranger who loses his way. Beside the map the "functional language " which the students will use to give the directions. The teacher asks them "Excuse me, I'm looking for my hotel? Students look at the map and choose the right direction. Teacher models and drills the sentences as needed. He draws their attention to the prepositions and use of articles.
The teacher asks questions to clarify and check their understanding. The teacher tells the students to focus on the four maps below and listen to the track of four people ask for directions. The teacher answers the first example with the whole class, asking them the name of the place and where it is. They mark this with a cross. The teacher plays the record and students answer the rest examples. They check in pairs.
The teacher asks them to listen again and fills in gaps. Then they check their answers in pairs. The teacher circulates to see if they need to replay any sentences. The teacher gives feedback and drills the sentences as needed.
The teacher puts students into groups, refers the students to the tapescript on pages 175 and gets students to read the conversations. The teacher monitors and checks their pronunciation and accuracy.
The teacher asks students to work in pair and each student imagines that he is standing in front of his school. Each student takes turns with his partner to ask for and give directions. The teacher demonstrates an example and students roleplay the situations in pairs. The teacher circulates and collects examples of good language use and corrects errors for feedback later.