Antony Gardner Antony Gardner

Asking for directions
Elementary level


In this lesson Ss will learn functional language to give directions and then practice the fluency of the lexis taught with a controlled speaking exercise and a teacher centered pronunciation model. The Ss will then have a freer speaking exercise asking for directions with a floor plan to practice all of the lexis learned in the lesson.


Main Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of giving directions at the Tate Modern.

Subsidiary Aims

  • To provide clarification of directions lexis in the context of asking for directions at the Tate Modern.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Get Ss to stand up. Teach the verb 'to look' and 'shoulder' by eliciting and putting number of letters on the board and pictures if required. Drill orders to review: Look up/down/left/right/back/on the right shoulder/on the left shoulder.

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

Give out WS1. Ss complete in pairs. Get a Ss to come up and fill out the PP gaps. Q. Do you agree? Model and drill as a group then point at one Ss and one box A-G to confirm correct pronunication. Draw Ss attention to 'Asking for directions' Model and drill and put intonation lines on the board. Check meaning of the symbols and then put them in the blanks. Model and drill as a class then get Ss to practice in pairs. Class feedback.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Give out WS2. Ss listen to 1.56 and complete in pairs. Get several Ss to come up and fill in the boxes. Hand them the board markers. Do they all agree? Answers: 1. is 2. up turn 3. are. 4. left 5. right. 6. down left along Slide 1: Put up stressed syllables and intonation lines. Two groups A and B. Model and drill. Slide 2: Swap the groups B to A. Slide 3: Men vs women **Optional extra depending on time. Get Ss to write the script alone. Compare in pairs.**

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Put Ss into pairs. who are the 2 people in the pictures? Information Desk Assistant and customer What is this? A map of the Tate Modern. Where is the shop? on the left. Where are the public telephones? in the cafe on the left. GO THROUGH INSTRUCTIONS ON THE PP CAREFULLY! 3-4 MINS A AND B.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Write some errors you hear on the board for Ss to correct. Feedback as a class.

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