T sets the context and brings up elements of the previous lesson. "You are at an information desk in a shopping mall. You want some information. What do you say?" T elicits some questions for directions from students.

A matching exercise is given to students before the listening task in order to build the context for places in malls. The visuals of the mall symbols are displayed on the white board for students to see. A peer checking point between pairs or groups is set to check for their answers. Students can then listen for their right answers, played once by the recording. Feedback is set by nominating some students for at least four answers. The answers are then drilled from students for pronunciation.

Instructions are given to students before handing out the first listening for specific information exercise. Students listen to the first take of recording. Peer checking is set in pair or groups to confirm answers. Students listen to the recording again. Feedback session is set by nominating a student from each group to write a tick on the white board by the visuals of symbols. -- Students are then given the next listening for specific information (fill in the gaps) exercise. Peer checking is set in pair or groups to confirm answers. Students listen to the recording again. Feedback session is set by nominating a student from each group to write the answers on the white board.

Two marker sentences will be obtained from the previous listening task and drawn on the white board for students' attention. Concept checking, function and intonation patterns of the sentences are highlighted. T can ask any of the questions to clarify meaning and function; When asking for directions, should I be polite or direct? Is this happening in the present? Am I asking for something specific or general? What kind of information am I asking for? When answering for directions, is it direct? When giving directions, is it giving specific information? Intonation patterns are highlighted by drilling. Students are then given a matching exercise to highlight phrasal verbs of giving directions. Peer checking is set in pairs or groups to check for answers. Feedback is set by asking students to write the answers on the board.

Students are given instructions and a handout for a role playing speaking activity. Students are set in pairs. Students are given enough time to pick a place in the plan of the Mini Mall and come up with a dialogue. A few pairs will be picked to demonstrate their dialogue by the end of the lesson. Delayed error correction is appropriate at this stage if there is time.