Shrouq Shrouq

pre-intermediate level


Abc A white board and markers

Main Aims

  • To provide clarification and practice of language used for asking and giving directions in the context of directions

Subsidiary Aims

  • To provide a speaking practice for fluency and accuracy in a role play in the context of directions


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

-T asks Ss to discuss ex 1, on page 78 in pair -T asks Ss about any near café and how to get there -T listens to their answer - T asks Ss to guess the topic to set the context

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

-T asks Ss to watch the video and answer the 2 questions in act. (2a) -T asks Ss to check their answers in pairs. -T starts WC feedback to check their answers. -T asks Ss to watch again to answer act. (2b) - T asks Ss to check in pair then with the class

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-T asks Ss to match the pictures at the bottom with phrases in act. (3). -T asks Ss to check their answers in pair. -T starts whole-class feedback to check the answers. -T elicits the meaning of phrases by using the pictures in the book or on the screen or by realia. -T asks CCQs to check their understanding. -T can use the key phrases video for group or choral drilling. -T elicits the form and draws their attention to the imperative mood. -T writes on the board

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-T tells Ss that they will have a role play in which; they act as 2 strangers who meet for the first time in the street and ask each other about the places selected for each student in the book in act.4 -T asks Ss to prepare in pair for 2-4 min an interesting conversation by imitating a movie scene or creating their own. -T asks ICQs: -Are you only going to give directions of places in the book? No -Will you create a real-life conversation? Yes - T encourages Ss to keep their papers aside and to focus on speaking using the TL and to keep the conversation going. - Ss switch their roles or even partners after they finish. -T makes sure of monitoring and writing down their errors.

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

-T praises their effort and the most interesting conversations -T writes the errors on the board and correct them with Ss.

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