Lesson Plan

1. Lesson Plan
▪ Unit 4: Directions/ Location of place
▪Grade (Level): Middle School (50 minutes)
▪Lesson Focus: Speaking
▪Objectives
- Students will be able to describe a specific location of place.
- Students will be able to list directions (left, right, across from, straight, near, far).
- Students will state directions in response to a question about a specific location.
▪Key Expressions:
How do I get to the (Subway station, bank, post office, hospital, store, market)
Do you know where the (Subway station, bank, post office, hospital, store, market)
Just go – (straight, left, right, on the corner, across from the…)
▪Aids: Paper, pencil
Stage
Procedure/Actions
Review locations of place with Ss. Elicits places Ss know.
T: Today we are going to talk about places. Where are we now?
Ss: The school.
T: Writes, what other places do you know?
Presentation:
(Time: 15)
T: Writes places Ss provide on the board and elicits direction words Ss
know. T: Provides any language Ss do not know.
T: Today we are going to talk about directions. For example, which
direction am I pointing in?
S: Left.
T: Writes all directions vocabulary for the lesson on the board.

2. T: draws on the board a map that includes some building and streets
and asks Ss to label the map. Ss draw the map on paper or in
notebooks.
Review giving directions with Ss.
Practice:
(Time: 15)
T: asks Ss to label the streets on the map. T: draws a starting point
or YOU ARE HERE point on the map. Ss complete the same on
their map.
T: divides Ss into pairs. S1 asks how to get to a place from start. S2
provides directions using the map. T: Monitors and corrects as Ss
work.
Ss change roles and repeat with a different location.
Continue to work in pairs. Regroup pairs or continue with current
partners.
Production:
(Time: 20)
T: has one S close notebook. Partner will have pencil and paper. Ask
S1 to describe to S2 directions. The directions include how to
move from their home to the nearest subway. S2 listens and
draws a map to the subway, checking with S1 for accuracy of the
description of the map. S2 includes any extra details or buildings
that relate to vocabulary for the lesson (post office, bank, school,
etc).
T: asks Ss change roles and repeat.
T: monitors as Ss work and corrects as necessary.
▪Anticipated Problems & Solutions:
Ss may be unfamiliar with (straight, left, right, on the corner, across from the…)
Solutions:
Teach during presentation. Monitor during student practice and production periods.