Estefania Estefania

Asking & Giving Directions (functional language)
Elementary level


In this lesson students will practice and learn about the functional language of giving and asking for directions by listening an audio, filling the gaps tasks, MFP, some CCQ's and practicing with a freer practice for language fluency.


Abc F2F Elementary Book

Main Aims

  • To provide clarification and practice of language used for asking and giving directions with TL.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation by giving and asking for directions.


Warmer/Lead-in (5-5 minutes) • The purpose is to contextualize the lesson.

In order to introduce the lesson, I will read the lessons's topic "Asking & giving directions". This first slide will show some pictures (of lost people and one person giving directions) so students could relate to the lesson's topic, In this slide there will be 2 questions that students will answer "What do you do when you get lost?" and "What's near your house?", (I will ask individually). My purpose in this Lead In is to reduce TTT and give the chance for students to talk "freely" with the open questions, I will also give some examples of the answers for example "in my case, near my house there's a coffee shop and a mall".

Text work (gist + intensive task) (8-8 minutes) • The purpose is to ask students to identify the TL.

After the Lead In and going to the next slide, I will give instructions about the first task, before listening I will tell the students that in the audio there will be 3 people going somewhere, they will have to answer the following question "Which places do they want to go?". They will listen to the audio with a purpose by paying attention on finding the places the characters want to go. After listening to the audio I will send the students into breakout rooms so they can compare the answers. After coming back of the breakout rooms, I will ask the students which place does the first woman want to go? ...the man? and ....the second woman?, In this slide I will show them the pictures of the places the characters want to go after students tell me the answers, so students could relate the places with a visual in case they don't know the vocabulary, With the audio they will be expose to the TL, by listening people giving and asking for directions. After the first task, and going into the second slide (task) students will write 1 way they would ask or 1 way they will give directions, they will write them in a google form, I will provide the link to access, I will also have a demo so students could understand better the task (DEMO: 1 way to ask for directions: Excuse me, where is.... 1 way to give directions: Turn left...). After writing the answers I will give some feedback.

Language clarification (12-12 minutes) • The purpose is to clarify the TL.

After the Text Work, In this Language Clarification section, we will cover: * Meaning: In one slide there will be some examples, 2 examples asking for directions and 1 example for giving directions, students will fill the gaps in order to complete the phrases with the given examples. (We use "Excuse me, Is there a bank near here?" and "How do I get to the museum?" to ask for directions. (We use "It's there, opposite the station" to give directions). The purpose is Guided Discovery for Meaning; Reducing TTT and being more student centered, by obtaining the the answers from students. *Form: In this slide, we will see the form for asking directions, there will be 3 examples, the first example is "How do I get ___ church?", students will give me the word (to) that the question is missing; for the next 2 examples I will tell the students to arrange the words in order to create the questions (expression + article + noun) = (expression + variable). We will also see form in giving instructions, example, students will tell me where the arrow is going left or right? by completing the phrase "turn left" and "turn right" and other ways to give directions. I will also ask students appropriecy, if it's formal or informal. *Pronunciation: I will show the correct way of pronunciation by showing "Elison" "Liaision" and "Juncture", also where are the stresses in the sentences and if the question goes up or goes down. In the next slide there will be some CCQ's, that students will answer in order to see if they understood the MFP stage (1. When you say "It's over there, opposite the church" you are: giving directions/asking for directions) (2. If you want to ask for directions in a polite/formal way what would you say?) (3. If you ask a friend for directions, would you ask in a formal or informal way?)

Controlled Practice (8-8 minutes) • The purpose is accuracy

After being in contact with Language Clarification, in this slide, students will first answer individually the task by filling the gaps using the words of the box, in order to complete the sentences/questions (asking and giving directions), after filling the gaps (individually) students will check their answers in a breakout room with their partners, and then we will have an open class feed back, to check the answers together.

Freer Practice (8-8 minutes) • The purpose is fluency.

After the controlled practice, students will practice what they learnt, by playing a little game. Instructions: one student will choose a place (from a map provided) and she/he will give directions to the students, students will tell where is that student. If we have student will be the lost person she/he will ask a second student how can she get there? and the second student will give her/him directions. To end the class, I give some feedback and DEC on what they wrote on the google forms.

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