David Manuel Valentim Bembele David Manuel Valentim Bembele


Abc Student's Book and Work Book; Resource Bank

Main Aims

  • To introduce and practise language for asking for and giving directions

Subsidiary Aims

  • To practise listening for understanding and specific information


Warm up (1 minutes) • To get students ready for the lesson

I'll tell the students a short story. It's about what happened to me one day I tried to get to Intaka (somewhere in Maputo)

Introduction (1 minutes) • To let students know what to expect from the lesson and what activities will be carried out.

Teacher: Today we'll learn how to ask for and give directions. First, we'll look at the useful language, then we'll do some listening to find places on the map and fill in some blanks. Finally, you'll work in pairs to ask for and give each other directions.

Lead in (2-3 minutes) • To involve students by awakening their possible existing knowledge and experiences related to the content of the lesson.

Teacher: Asks students the following questions: a) Have you got a good sense of directions? b) Do you find it easy to give or follow directions?

Checking some useful language (7-10 minutes) • To ensure that the language will not cause students difficulties performing the tasks.

Teacher: (Referring to a local area that student know) Tells students where he is and asks questions to elicit the following language: a) Excuse me, could you tell me the way to ...? b) Excuse me, where is the nearest ...? c) Could you say that again, please? d) Could you speak more slowly, please? e) It's on the right. f) Take the first street on the left.

Listening 1 (5 minutes) • To listen for general understanding and locate places on a map

Teacher tells students to open their books and look at the maps at the bottom of page 133 (Student's Book). Then tell them they are going to listen to four people asking for directions in the street. "Listen and put a cross where they want to go." Without playing the recording, the teacher demonstrates how students should perform the task. Then he plays the recording once, for each map. Feedback: Students compare their answers in pairs before checking with the teacher. Then the teacher checks elicits answers from students.

Llistening 2 (5-7 minutes) • Listening for specific information and fill in blanks

Teacher tells students they are going to listen to the recording again. As they listen they should fill in the gaps in exercise 3. b on page 133 of Student's Book. Before they listen, they will look at the text with blanks to be familiar with it. Then they will listen once and fill in the blanks. Feedback: Students will compare their answers first in pairs before checking as a whole class.

Practice 1 (8-10 minutes) • To practise reading maps and giving directions as well as consolidating the use of prepositions of movement

Teacher tells students to open their work book on page 92. Then he explains to them how and what they will do in the task. First they will look at the map and identify where they are and find the place where they have to go to. Next, they will use the choose appropriate prepositions of movement (already provided) to fill in the gaps as they read the map. Feedback: Students will work in pairs first to compare their answers and then the teacher will elicit the answers from students.

practice 2 (8-10 minutes) • To practise reading maps, giving directions and using prepositions of movements without prompts

Teacher tells students they will go from the new place to another one. They have to fill in the gaps as they read the map. However, this time they have to think of the suitable preposition for each gaps without prompts at disposal. Feedback: Students will work in pairs to compare their answers first; then the teacher will elicit the answers from students.

Practice 3: Information gap exercise (15-20 minutes) • To practise asking for and giving directions in a less controlled and more meaningful way

The teacher tell students they will work in pairs. He sets the pairs (students A and Student B) before handing out worksheets. Then he tells them that student A has the information that B doesn't and he needs it while student B has the information that student A doesn't have and needs it. The task will consist of students asking each other questions in order to find the information they miss. Feedback: Some pairs will be asked to act out their conversation and the class will assess the language

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