Giving Directions Lesson Plan 6s4l5r

Lesson: Giving Directions Level Lesson Focus Objectives

Assumed Knowledge Vocabulary

On Board

Materials

Classroom Set-up Warm up exercise (Time: 3 minutes)

Presentation (Time: 5 minutes)

Beginner, Elementary Speaking, Listening Students will be able to ask where somewhere is. Students will be able follow basic directions. Students will be able to give basic directions. Common locations in a town. Where is the (place name)? Go straight. Turn left/right. Lesson title. Key expressions for the lesson. Draw basic map if you don’t have a projector (use the one provided or draw your own). Map, directions flash cards (go straight, turn left/right), large places flash cards, information gap worksheets (A and B), small places cards (one set of places per team), blindfolds/scarves (one per team) Desks in rows or in groups of 4 will both work well for this lesson. Show the map on a projector or alternatively draw it on the board. Ask students “Where is the…(bank, school, etc)?”. Ask for a volunteer to come to the board and point to it. Do this a few times to check students’ understanding of place names. If a student is confident enough, they can ask the rest of the class the question and choose one of their classmates to come and point to the correct place. 1. Check students know which is left and right. Ask them to raise their left/right hand a few times. (Tip: to help students which word is which, they can hold their arms straight out in front of them and bend their wrists so the back of their hands are facing them. Then with the fingers together they should move their thumbs out. The left hand will make a capital ‘L’ shape)

2. Make sure students understand ‘Where is the ..?’ 3. Create a starting point on the map on the board. Hold up a flash card of a place. Students ask “Where is the …?” and they say the place on the card you are holding up. Give the answer, for example “Go straight and turn left.” As you give the answer show the corresponding flash cards. Have the students repeat a few times while you use the map to show the directions. 4. Repeat the activity above, but students must say if your answer

Practice (Time: 15 minutes)

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2.

Production (Time: 35 minutes)

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is true or false. Do this a few times until you are sure the students understand the three key expressions: go straight, turn left and turn right. All of the students stand up behind their desks. Tell them to turn left or right. You should mix this up so you aren’t just alternating being left and right to make sure the students actually understand the directions you are giving them. (2 minutes) Find the … game: You can keep the desks the way they are for this game. One student should go outside of the room. Decide which of the students still in the class will be the place (bank, school, etc). Make sure all of the students know who it is. Then the student comes back into the classroom. Show them the correct flash card (bank, school, etc). They must ask the class “Where is the ..?” Then the students should direct them by shouting out “go straight, turn left”. When the student thinks they are at the correct place they tap the shoulder of the student they think it is. (3 minutes explanation, 10 minutes to play) If you have a co-teacher in the class, it would be great to model this game with them. The students can then fully understand how it is played. After explaining the game, ask students comprehension questions to make sure they understand. Examples: “How many students go outside?”, “What does the student ask when they come back in the classroom?”, “What do the rest of the class say to the student at the front of the class?” Information gap: This is a pair game. Student A and Student B have a piece of paper with the same map on it, but they have different places on each. Without showing each other their paper (they could sit back to back), student A must fill in their map with the missing places, by asking student B where things are. Student B must do the same. When they’ve finished they should compare their maps to check they are the same. (10 mins) Train game: Preparation – Desks should be in a grid form (if the students sit in pairs or fours the desk might already be in this shape). Scatter the large places flash cards face up on the desks randomly. Next to each large flash card put a stack of small places cards, face down, all the same as each other, but different to the large flash card (E.g. One large school card and 6 small bank cards). There should be enough small cards so each team gets one. Students are in groups of 4.

Game – Each team makes a train. The front student looks at the

Consolidation (Time: 2 minutes)

Additional materials:

small place card given to them by the teacher, before putting the blindfold on. No one else in their team must see the place card. They ask their team “Where is the …?” The second person gives directions. When they arrive at the correct place the first student takes off their blindfold, gives it to the second student and s the back of the their train (keeping their small card). The second student is now the first. They pick up a small card, put on the blindfold and ask “Where is the…?” Teams keep going until the teacher stops the game. The team with the most cards collected wins. (5 minutes explanation, 20 minutes to play) Students must try to avoid ‘crashing’ with other teams. If you don’t use many places, make the time limit short (5 minutes). You can play a few rounds of this game, changing the place locations each time. An alternative to this, if you have too many students, is one team playing at one time. You can give each team one or two minutes each to see which team collects the most cards. Using the map on the board, one student describes how to get to a place and the other students should guess what the place is. The student who guesses correctly can give directions to a new place.

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