Cisel Derli Cisel Derli

TP: 7a
Elementary level

Description

In this lesson, students learn about how to ask and give directions through speaking activities. The lesson starts with a quick brainstorming about what the man in the trunk is doing after watching the video 'Personal GPS Navigator'. Then the teacher pre-teaches the functional language which will help the students in the speaking activities by the help of a matching exercise. This is followed by three exercises. In the first exercise, the students listen to a recording about directions and complete the dialogue. In the next exercise, the teacher will give the students a map and they will ask and give directions to each other by creating a dialoge. In the thir exercise, the students will again work in pairs and while one student gives directions to a specific location, the other will try to find the location. For a follow-up activity, the teacher puts the students into two group and give them another map. One student from each group wears a blindfold and the others in the groups lead them to the right location by giving directions.

Materials

Abc Video 'Personal GPS Navigation'
Abc HO 'Match directions with diagrams'
Abc Answer Key
Abc Recording 'Directions'
Abc HO 'Dialogue'
Abc Dialogue Sample
Abc HO 'Izmir Map'
Abc Follow-up map

Main Aims

  • To provide fluency and accuracy speaking practice in dialogues in the context of giving directions

Subsidiary Aims

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

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

Brainstorm: Show the video 'Personal GPS Navigation' and ask what the man in the truns is doing. Try to elicit 'givin directions'. The ss have a quick brainstorm and share their ideas with each other. The ss are introduced to the context of the lesson.

Introduce the Context/ Functional Language (4-6 minutes) • To prepare students for speaking activities and to highlight useful language for coming tasks

Tell the ss that they will match directions (from 1-8) with diagrams (a-h). Give the handout to the ss. The ss work in PAIRS. After finishing, project the answer key on the board. If there are any problems, explain the phrases by the help of the diagrams. You can also create situations or draw them on the board if needed. Directions: go straight on, go past the gym, go down Main Street until the end, turn right, turn left, it's on the right/left, take the second left, take the second right.

Language Practce (4-6 minutes) • To provide a model of production expected in coming tasks through listening and clarify functional language for coming productive tasks

Tell the ss that they will listen to the recording about giving directions and complete the dialogue. The ss listen to the recording and complete the dialogue ALONE and then check in PAIRS. Project the dialogue on the board. Students will come and write their answers. Then W/C F/B.

Speaking Practice #1 (8-10 minutes) • To provide an opportunity to practice speaking skills

The ss work in PAIRS to role-play the dialogue. Put the ss in pairs and tell them that in each pair, 1 student will be the tourist and the other will be the person from Izmir. Project a possible beginning of a dialogue on th board to lead the ss into the activity. The tourist will choose a location on the map and ask questions to get there. The person from Izmir will help the tourist by giving correct directions. Then the ss change the roles and role-play the dialogue again. Monitor and correct the errors on the spot.

Speaking Practice #2 (8-10 minutes) • To provide an opportunity to practice speaking skills

Change the pairs. Tell the ss that they will work with the same map. This time, in each pair, 1 student chooses 2 places on the map and give directions for them one by one. The other student tries to understand the location. After one student in a pair gives directions for 2 places, they change roles and the other student chooses 2 places and gives directions. Monitor and correct the errors on the spot.

Follow-up (8-10 minutes) • To provide an opportunity to practice speaking skills through a freer activity

Competition: Divide the ss into two groups. Give each group the same map. 1 student from each group wears a blindfold and the others try to lead the ss with blindfolds to the right location by giving correct directions. 4 ss will wear the blindfold from each group one by one and try to find the right location. In each turn, T gives the same location to each group. First group to finish will be the winner. Monitor the ss all the time carefully. the ss line up. the student next to him/her tries to led the student with the blindfold to the right location by giving correct directions. Play the game until each student takes his/her turn. Game set-up: T puts 6 different locations around a square in the middle on the floor for each group. In each turn, the student with the blindfold must face the correct direction (the direction where the right location is placed).

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