LESSON PLAN (Adapted from CELTA course: lesson plan & language analysis)

Level: Pre-Intermediate Mins: 60

Topic: Directions Date: 22nd April, 2022
Lesson Focus: Functional Language
OBJECTIVES

CONTENT LANGUAGE
By the end of the lesson students should be able to: They will achieve these by:
• Ask for directions • Matching phrases to images.
• Interpret directions correctly • Completing an information gap
• Give directions activity verbally.
• Increase their vocabulary • Writing directions from a
familiar location to the
classroom.

ASSUMPTIONS
What assumptions do you have about students’ knowledge and interests in the lesson and tasks?
• Learners will already know the English words for common places such as
school, bank, post office, etc.
• Some learners may know how to ask for directions already.
• The information gap activity will be engaging and appeal to kinaesthetic
learners.

ANTICIPATED PROBLEMS SOLUTIONS

Learners may become bored if they Invite more advanced learners to assist
already know the TL structures well. less experienced ones.

Some students may try to cheat in the Impress upon the students that the
information gap activity by showing the purpose is to practice; monitor closely.
map to their partners.
TARGET LANGUAGE
Write target language here – the actual language you will be teaching and will present in the lesson.
• Where is...?
• How do I get to...? Advanced TL:
• Go straight
• You're better off...
• Turn left
• Veer to the left/right
• Turn right
• Go past • Follow the curve in the
• Go through the junction road
• Keep going until • Make a left/right at...
• The... will be on your left/right. • cut across
• Opposite • You'll end up...
• Next to
• Between
MATERIALS
Write, and reference when needed, all materials you will use in your lesson.
- Campus map - on computer (from
https://www.cavehill.uwi.edu/about/resources/maps/cavehill-campus-
map.aspx)
- Matching exercise handout (self-made)
- Map Information Gap handout (pages 2-3 of handout from https://www.teach-
this.com/functional-activities-worksheets/directions)
- Paper, pens
- White board
- White board marker
- Computer and projector

TIME &
STAGE & AIMS PROCEDURE
INTERACTION

Activation 5 mins Greet learners

- To assess prior T-S Set up: Write topic on WB. Project

knowledge map of campus. Sts explain where two
or three familiar buildings are.
- To set the context
S-T Sts on task: Sts ID buildings orally.
- To ready L for learning
T-S Feedback: T monitors and listens for
TL; makes note of any structures used
correctly and any structures used
incorrectly.

Connection 10 minutes Set up: T shares out Matching

Exercise. In pairs, sts match
- To teach and reinforce T-S vocabulary phrases with the correct
TL images.

S-T Sts on task: Sts complete matching

activity and share answers with class.

T-S Feedback: T listens, praises and

corrects.

Teach MFP 15 minutes Model and drill possible question and

answer format for asking for and
- To teach meaning, giving directions.
form and pronunciation
of TL Question format: Excuse me, how do I
get to + name of place/building

Answer format: Go straight/Turn

left/Turn right...
It will be on your left/right
It is opposite/next to/between...
 TIME &
STAGE & AIMS PROCEDURE
INTERACTION

Test - Controlled
practice
20 minutes Set up: Give each student a Map
- To reinforce TL T-S Information Gap handout. Half of the
students have Student A map (page 2)
- To allow sts to use TL and half have Student B map (page 3).
Sts walk around the room asking each
other for directions for all of the
locations that they do not know, and
marking them down on the map.

Check sts understanding with ICSs:

Are we moving around or sitting
down?

Are we writing or speaking?

How much time?

S-S Sts on task: Sts complete Map

Information Gap activity.

T-S Feedback: T monitors during activity.

When sts have finished, T praises and
corrects the class as a whole,
correcting any recurring errors and
pointing out what was done well.

Affirmation 10 minutes Set up: T shares out a blank piece of

T-S paper to each student. Individually,
- To assess individual sts write directions from a local
learning of the TL landmark to the school. Once
completed, sts submit before leaving.

Check sts understanding with ICSs:

Are we working in pairs or alone?

Are we writing or speaking?

Are we taking this home?

S-T Sts on task: Sts work to complete.

T-S Feedback: T praises sts for completing

and dismisses.

Directions - Matching Exercise


Draw a line to match the direction to the picture.


Go straight





Turn left





Turn right





Go past





Opposite





Next to





Between