ʚĩɞ Lobna ʚĩɞ ʚĩɞ Lobna ʚĩɞ

Asking for directions
Elementary level

Description

In this lesson, Ss learn how to give and ask directions. I will show the Ss the google map of International House by projecting it on the board and will mark the school on the map, Ss will talk about nearby places and how to get these places. I'll give them-elicit-the vocabulary of the functional language we'll use in the lesson and will test them. The Ss will listen to a conversation and try to find a place on the map on the given hand-outs. They will listen again and check. I'll show some pictures of Brighton and Pre-teach vocabulary before giving them the second hand-out about Brighton. They'll do 2 controlled practise and 2 freer practise.

Materials

Abc Listening hand out
Abc Match up vocabulary hand out
Abc Gap fill and listening hand out
Abc OHP
Abc Google map

Main Aims

  • To provide accuracy speaking practice in a Functional language in the context of Asking and giving directions

Subsidiary Aims

  • To provide specific information listening practice using a text about Finding places on the map of Brighton in the context of Asking and giving directions

Procedure

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

I'll show them the map of our school-international house-by projecting it on the board and will ask them how do they come here, from which direction, what are the places near by and in which direction s

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I will talk about my journey everyday to the school; which road or transportation I take and from which direction I come. I will give detailed directions about how my walking route to school to expose the students to the target language. "Everyday I take metro from Üçyol to Çankaya to come here. I get out of metro in Çankaya and I start walking straight, when I arrive at the corner I turn left and go straight on until the traffic lights, then I stop. I wait for the traffic light to turn green and walk across, then I turn left. I walk straight on again and I turn right, at the corner, and I arrive at school."

Highlighting (2-4 minutes) • To draw students' attention to the target language

They will match the words for direction with the pictures given in the hand-out

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1_They will listen to a dialogue and try to find where the King Street is on the small map on their hand-outs. 2_ They will listen again and fil the gaps in the dialogue. They will listen for the third time for drilling the sentences.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

3_I will show the map of England and pictures of Brighton and say something like "We will go to Brighton together now." 1_ They will look at the Brighton map and find three different routes from the Clock tower to Brighton Pier. 2_Then they will listen to the directions and draw the route on the map. 3_They will listen again and complete the dialogue in the hand-out. 4_ check your answer in pairs. 5_ T gives feed back.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss will choose two places from the box in 4A and they will write directions to them from the Clock tower. They will work in pairs and take turns. They will read the directions they wrote to each other and try to guess where they end.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1_ I'll take the Ss out and ask them to choose a place in the hall. They will give directions to their partners to the place they want them to go. They will take turns. 2_ Students will talk about the route they take everyday to come to the school. I will refer back to my lead-in at the beginning of the lesson when giving the instructions. They will take turns.

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