Sidney Sidney

Pre-intermediate level


Main Aims

  • To provide practice of language used for asking directions in the context of travel

Subsidiary Aims

  • To provide clarification of asking and giving directions
  • To provide clarification of asking and giving directions


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher shows students a picture of someone holding a map and asks them what they think is going on (they are lost.)

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Tell students they will hear three conversations. Ask them to listen to the dialogue and write down for each one: the name of the place they are going to, how they are getting there. For example: I am going to the library by skateboard. Students then peer check their answers in the chat/breakout rooms before OCFB.

Language Clarification (11-12 minutes) • To highlight and clarify useful language for coming productive tasks

"How can I get to Central Station?" CCQs: If I ask how I can get to a destination, am I asking where it is or am I asking for directions? (Directions) Is this formal, informal, or neutral language, i.e. could I say it to my boss? Could I say it to a friend? (Neutral) Form: How can I/we get to (destination)? Pronunciation: What happens to the intonation? Does it rise or fall? (fall) Is there a link between 'can' and 'I'? (Yes) "Go down to the end of the road" CCQs: Am I talking about going downhill? (No) Does going down mean the same thing as continuing? (Yes) Is it more informal than saying "continue?" (Yes) Form: "Go down to (destination)" Pronunciation: Is there a linkage between "the" and "end?" (Yes) Is "of" a weak form? (Yes) "The next right/left" CCQs: If I'm in a car with someone, and I tell them to take the next right, am I telling them to turn right now immediately? (No) Do I know how far away the next turn is? (No) Form: "The next (point of reference)" Pronunciation: Where is the sentence stress? (Next) "It's on the other side of the road" CCQs: If I'm standing on the right side of the road, and something is on the other side of the road, am I going to go right or left? (Left) Do I need to cross the street? (Yes) Form: "It's on the other side of (point of reference)." Pronunciation: Where is the sentence stress? (Other side and road) Is the stress on the grammar or the nouns? (Nouns) "Go past the cinema." CCQs: Am I going to stop in front of the cinema? (No) Am I going to keep walking? (Yes) Form: "Go past the (point of reference)" Pronunciation: Does "past" sound the same as "passed"? (Yes)

Controlled practice (6-8 minutes) • To provide an opportunity to practice target productive skills in a controlled setting

Give students (in pairs or teams) link to Jamboard and tell them to arrange the dialogue in the right order. Afterwards, have them share their screens to peer-check.

Freer practice (8-9 minutes) • To provide an opportunity to practice target productive skills

Ask students to take turns asking where they want to go and giving each other directions. For example: I tell X that I'm at the station and I'm trying to get to the bank. X tells me that I need to walk straight and turn left at the second intersection, and the station will be on the left side of the road.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Use notes to refer to weak areas of students' speech and provide DEC and language upgrades.

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