Elementary level


In this lesson, students will learn how to ask for directions and to give directions.


Abc Face2face
Abc Pictures
Abc Face2face listening Cd

Main Aims

  • To provide accuracy speaking practice in a conversation in the context of directions

Subsidiary Aims

  • To provide practice of language used for asking for directions and giving directions in the context of places


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Set a context: In this lesson, we will speak about the directions. How can we give directions? How can we ask for directions? Instruction: Ask students to listen to a tape and to focus on the dialogue. " Listen to the tape quietly and focus on it." ICQs: What will you do now? - Listen to a tape. Set the time limit: You will listen to it twice. Monito from a distance. Feedback on content: Ask students about what they have listened to. What do these two people talk about?

Model (0-5 minutes) • To provide a model of the task and highlight useful words and phrases

Teacher role play at this stage. Take their attention to yourself and role play about the target language. "K: Excuse me. Where is the restaurant? Z: Go along this road and turn left. That's Barbaros street. The restaurant is on the right, opposite the supermarket. K: Thank you very much." Give yourself 2 minutes for this. After role-playing, start eliciting.

Language (0-5 minutes) • To provide an opportunity to find the key language

Teach them how to ask for direction: " CCQs: I want to eat kokoreç in Beşiktaş and I don't know where to eat. 1. Do I know where to go? No 2. Do I need help to find a place to eat? Yes 3. Should I ask someone for help? Yes. 4. How can I ask? What should I say? Instruction: think about our role play and tell me what I have to say: Ss: Is there a restaurant near here? or where is the restaurant? a. After Ss tell, the teacher repeats the sentences: She lets them repeat the sentences one by one. b. The teacher writes down the sentences on the board.

Planning (6 minutes) • To provide an opportunity to prepare and personalized language input.

Instructions: Give them the sheets and ask them to read the dialogs and ask them to prepare for rehearsal. :" Please look at the dialogs on-page 59 and take some notes when you read them. I want you to use these sentences." Set the time limit: you have 5 minutes. ICQs: Will you listen or read? We will read.

Rehearse (6-8 minutes) • To allow students to rehearse on what they have learnt

Instructions: " I will give them pictures with the names of places and you will ask your partner how to go the place by saying " Where is the cinema?" f.e. and your partner will give you instructions and your partner takes her turn and you will ask for a direction and he/she gives instructions. You should look on the ground and follow the lines to find your place" Give them an example: "I stand on A point and I want to go B point. How can I go there? I need help. I need some guidance. So, I ask for directions from someone on the street. Is there a post-office near here? I want to get there." Set the time limit: You have 5 minutes

Perform the task in public (6-10 minutes) • To clarify the meaning

The students sitting ask a specific direction on the map. One student comes in front of the class and gives instructions for a place. Everyone follows his instructions on the map. The one who manages this will give the toy anyone else sitting. They take turns one by one to give directions until the last person performs. Instructions: Now, all of you give directions one by one. All of you decide where to go and ask him/ her for directions and after the person finishes giving instructions, he will give the toy to someone else and that person will give instructions. Set the time limit: Tell them that everyone has 30 seconds to give direction for a specific. place.

Feedback (8-10 minutes) • To know what they have learned so far

Instructions: Ask them to talk about what they have learned in this lesson.

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