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This lesson plan aims to teach elementary English students how to ask for and give directions using imperative expressions and prepositions. The teacher will first elicit students' prior experiences with directions, demonstrate sample dialogs, and drill the target language. Students will then practice asking and giving directions by matching pictures to instructions and acting out scenarios in pairs using maps - one student has a named map and must give the other student directions to locations on their unnamed map. The lesson concludes with volunteers role-playing directions in front of the class and providing feedback.

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Al-vinna Yolanda
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99 views3 pages

Lesson Plan Sample Fix

This lesson plan aims to teach elementary English students how to ask for and give directions using imperative expressions and prepositions. The teacher will first elicit students' prior experiences with directions, demonstrate sample dialogs, and drill the target language. Students will then practice asking and giving directions by matching pictures to instructions and acting out scenarios in pairs using maps - one student has a named map and must give the other student directions to locations on their unnamed map. The lesson concludes with volunteers role-playing directions in front of the class and providing feedback.

Uploaded by

Al-vinna Yolanda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Lesson plan : Alvina Yolanda

Class: General English Level: Elementary (CEFR A1) No. of ss.: 7

Material: Tracing the Route

Main aim
To practice asking and giving direction with imperative expression.
To practice use of preposition.
(This activity to follow on from vocabulary and grammar input)
Subsidiary aim(s)
I will clarify my instructions.
Evidence Communicating orally in order to find the place ( e.g library, museum, supermarket, etc.)
using appropriate vocabulary & grammatical structure (imperative)

Anticipated Students may help their peer to find out the place by pointing the location.
problems Students will show each other their maps.

Suggested Divide the maps up so each have own – then partner has to listen for information
solutions Emphasise it’s speaking & listening activity
Demonstrate in instruction that maps are to be hidden from partner

Stage & Procedure Aim Interaction Timing


(including materials) (20 mins)

1. Divide into pairs (before give Set up T–S 1 min


instructions for activity)
2. Show an image ( a woman Elicitating students to the topic that would be
who gets lose) and ask the introduced.
students to tell what happen
with the women on the
picture.
3. Ask their experience in Relates the topic with their personal T-S 2 min
giving/ asking direction experience in order to activate their prior
knowledge or schemata.

4. Show the students an Present the functional language in context to T–S 1 min
example of giving and asking make students more understand the usage of
for direction ( showing a language.
picture of a boy asking for
direction from a police on
the street). T-S 1 min
5. Drilling Practice how to pronunce the words.
6. Explain to the students the To make them aware and pay attention to
isolated expressions and them.
grammatical features of
functional language.
7. Pass over flashcard to the Vocabularies reinforcement S-S 2min
students
8. Student match the picture
with the correct direction Controlled practice
( e.g turn right, turn left,
etc.)
9. Ask them to guess what kind Checking their comprehension T-S 1 min
of direction ( turn right, turn
left, or etc ) which teacher
demonstrate

10. Ask the students to keep S-S 2


working in pairs explain
them the instruction of the
free practice:
 they are going to
practice how to give
and ask direction by
using map.

 there are two kind


of map ( named and
unnammed map).

 Student A will get


named map while
student B get
unnamed map)

 Student B should ask


to student A
direction to go to
(Libary).

 Students A should
tell the direction.

 Remind the students


not to show their
own maps

11. Ask the students what they Checking understanding T-S 1 min
should do
12. Student practice giving and Free practice & personalised S-S 5
asking for instruction

Stage & Procedure Aim Interaction Timing


(including materials) (90 mins)

4 min
13. Ask the pairs who
like to be a
volunteer to act
out in front of
the class as a
traveller and a
police asking and
giving direction.
14. Evaluate the
performance
15. Give feedback

16. Conclude and 1 min


close the lesson

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