Jaqueline Moreno Jaqueline Moreno

TP6 LP_Jaqueline Moreno
Pre-Intermediate level


In this lesson, students will learn functional language to ask and give directions. Class will start by showing a video then will be followed by some questions so Ss get to brainstorm about relevant facts about the content. Lesson will be followed by some appropriate materials for the class to practice on so they have a meaningful class.


Main Aims

  • To introduce and provide practice of functional language for asking and giving directions

Subsidiary Aims

  • Build language awarenes on the learners by providing real phrases used in a daily English environment in context.


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

1.- T greets Ss 2.- T displays google slides and shares screen along with the audio to play a video, T introduces the characters to students. 3.- T provides 3 questions for students to discuss in breakout rooms for 3 minutes: - Do you think what Joey did was a good idea? - What would you do instead? - Think of 2 questions you would ask if you were lost (3min)

Gist and Intensive task (10-12 minutes) • To prepare students for the text and make it accessible

4.- T shows some expressions then asks students if they are somehow familiar with any of them. 5.- T tells students to try to find the previous sentences while they listen to the audio on the next slide. It will be played just once so they get just a general idea of what the audio is about. 6.- T sends a google forms link for students to answer the following questions about the audio: 1.- Where did the boy want to get to? A)The school B)The carnival C)The mall 2.- Did the boy take the bus? No 3.- What was the woman looking for? A)The plaza hotel B)The great hotel C)The grand hotel 4.- Where did the man want to get to? A)The grand motel B)The theater C) The carnival 5.- Where is the grand motel? A)Past the post office B)Past the restaurant C)Past the city hall Then Ss compare their answers in breakout rooms (1 min) Intensive task 7.- Ss will listen again to the audio by themselves, the T will send the link of the video through the chatbox so students have access to it. Then they will answer to a matching activity using the expressions delivered in the differet situations in which they are being used, T will share the link of the slides so Ss can answer individually. T will assign them their own slide. E.g Ana, you will work on slide A, Luis you on slide B 8.- Once they are done,T will nominate to answer orally the items.

MFP Clarification (14-16 minutes) • To clarify the meaning, form and pronunciation of the target language

9.- Here the T will explain what each expression means, how it is pronounced, it's form/structure and when or how is appropriate to be used. Also, T will make reference to Page 136, T will explain to students that some expressions there work to ask or give directions and also will ask students how would they respond to a positive or negative answer. E.g "Oh, okay" / "Right, thank you" and "Sorry, can you repeat it?" 10.- Later on, T asks CCQ's to consolidate student's understanding: - Is this a way to give directions or to ASK for directions? - Does this mean to change directions or to follow just one? - Is this question about distance or about the place?

Language Practice (10-12 minutes) • To let students practice the TL focusing on accuracy

11.- T splits the group in two and assigns one conversation per team. Ss have to underline the correct alternative to complete the conversations. 12.- T then checks answers with Ss by nominating them.

Freer practice (8-10 minutes) • To provide with an opportunity to respond to the lesson and expand on what they've learned

13.- Ss will do a roleplay using vocabulary and language covered in class. T will pair them up then assign their roles (Ss A and Ss B) then they will take 5 minutes each to act like their characters. 14.- T will monitor their work and take notes for further comments and correction.

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