Show students a Jamboard with questions. Ask the students to respond to the questions and note their answers on the Jamboard while asking a potential follow-up question: what would they do if they can't use their phone? Question: What do you when you don't know where to go? Potential Follow-Up: What if you can't use your phone? What would you do?

Teacher shares a Google form with the students (Finding Church Street). Teacher instructs students that they will listen to the recording and answer the questions on the Google form. Afterward, check answers in OCF. Questions: 1. Did the person know where Church Street was? Answer: No 2. How did he find out where Church Street was? Answer: He asked another person to help him.

Teacher assigns each student a Jamboard with their name on it. Each Jamboard has a set of sentences and some sticky notes. Teacher instructs students that they will listen to the recording again. Students should fill in the blanks in the sentences by moving the sticky notes.After listening to the recording, check answers in OCF. Sentences: 1.. Do you _______ where Church Street _______? Answer: know, is 2. Go ______ to the end here. Answer: down 3. Turn _________ at the lights. Answer: left 4. Alright, so left at the lights, then _________ right where the garage is. Answer: second

Do MFP for the expressions Expressions: 1. Do you know where (Noun) is? 2. I'm looking for (Noun). Can you help me? 3. Turn (left/right) at the (Noun). 4. (Ordinal number) where the (noun) is. Meaning: Assign students to their own Jamboards with their names on them. Each has a set of pictures on them along with some sticky notes. Students are instructed to move the sticky sticky notes to match the pictures. Expressions: 1. Go down to the end of the road. 2. Turn left at the traffic lights. 3. Take the next right. 4. Take the second right. 5. It's on your left. 6. It's on the other side of the road. Form: 1. Turn (left/right) at the (Noun) 2. Take the (next/ordinal number) (left/right). 3. It's on (your left/your right/the other side of the road). Clarify form by stating you can put many things in these parentheses. Elicit answers from students as much as possible (example: instead of saying "we turn right/left", ask "what directions could we turn?" Pronunciation Emphasize to students that the words in parentheses are emphasized. This is because this is the information we most want to know. Is it on your right or left? It's on your LEFT. Take which right? Take the SECOND right. Turn left/right where? Turn LEFT at the TRAFFIC LIGHTS.

Teacher assigns each student a Jamboard with their name on it. Each Jamboard contains a map with squares on it and a set of pictures on the side of four places. On each map, there is also a cartoon figure of a person from an overhead perspective. Tell students to guide themselves from the cartoon figure's line of sight - turn the figure around when they moving so its facing like how they would face in real life. Be sure to clarify that directions can change depending on where we facing. Illustrate this by using a picture of an overhead person and turning it around, asking them where right and left are. Tell students that they will listen to the teacher give directions as to where to go. They should move the person on the map so that it is easier to track where to go. After teacher has finished giving the directions to one particular location, students should drag the picture of that location over a square to indicate its correct location on the map. Do the first example together. Elicit answers from the students as to where they went.

Teacher assigns each student a Jamboard with a map on it. There are two versions of the map on two different sets of Jamboards. Teacher tells the students they will do an information gap activity with a partner. They want to go to some places, but they don't know where they are on the map. They should ask their partner, who as these places on their map, how to go to these places. Their partner will give them directions. When they have arrived at the location, they should drag the sticky note from the right to the correct unlabelled building on the map. Students should take turns asking each other so that they can equal practice listening to as well as giving directions. Teacher assigns students (if 4 or more) into breakout rooms for this activity. After the activity, teacher checks answers in OCF.