Everyday Dialogues

Asking for
Directions
In this lesson, you will practise asking for directions
and helping people who need directions.

Pre-Reading
A. Warm-Up Questions

1. D
 o you sometimes ask people for
directions on the street? Why or why not?

2. When was the last time you got lost?

3. Do you use a map when you are out of town?

B. Vocabulary Preview

Match the words on the left with the correct meanings on the right.

1. post office a) to take someone’s attention away from something or someone

2. out of town b) it’s easy or plain to see
3. interrupt c) a place where you mail letters and buy stamps
4. block d) one section of a street, a section between two crossroads
5. traffic light e) a red, green, or amber light that tells people to stop, go, or slow down
6. you can’t miss it f) in a place where you are not a local resident
7. repeat g) I understand
8. I’ve got it h) to say again

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 Asking for Directions
Everyday Dialogues

Dialogue Reading
Read the dialogue with your partner a few times. Take turns
being each character. Practise your intonation and pronunciation.
Circle any new words or phrases that you need to practise.

Man on the street: Excuse me. Can you tell me how to get to the post office?

Second man: I’m sorry. I don’t know. I’m from out of town.

(a minute later)

Man on the street: Excuse me. Do you know where the post office is?

Sure. It’s not far from here. Walk straight ahead

Woman:
until you get to Main Street. Then...

Man on the street: Sorry to interrupt you. How many blocks is that?

It’s about two or three blocks. It’s the first traffic light
Woman: you come to. When you get to Main Street, turn right and walk
one block to Broadway. Then turn left and go about half a block.

Man on the street: Which side of the street is it on?

Coming from this direction, it’ll be on your right side.

Woman: It’s in the middle of the block, next to the Sweets Ice Cream Shop.
You can’t miss it. Do you want me to repeat any of that?

Man on the street: No, that’s okay. I’ve got it. Thanks a lot.

Woman: You’re welcome.

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 Asking for Directions
Everyday Dialogues

Practice
Work with your partner. Role-play the dialogue on page 2,
substituting the different expressions below. Then switch roles.

1. Can you tell me how to get to the post office? 8. It’s about two or three blocks.

• Can you tell me where the post office is? • It’s about a five-minute walk.
• Do you know where the post office is?
9. It’s the first traffic light you come to.
2. Can you tell me how to get to the post office?
• It’s the second intersection...
• ...the museum
• ...the zoo 10. Then turn left and go about half a block.
• ...the school
• Then turn right...
• ...the train station
• ...the theatre
11. Coming from this direction,
it’ll be on your right side.
3. I ’m sorry. I don’t know.
• ...it’s on your left.
• I’m afraid not.
• I’m afraid I can’t.
12. It’s in the middle of the block...

4. I ’m from out of town. • It’s at the end of the block...

• It’s on the corner...
• I don’t live here. I’m just a visitor.
• I really don’t know the city very well.
13. ...next to the Sweets Ice Cream Shop.

5. Sure. It’s not far from here. • ...beside the bank.

• ...between the pharmacy and the bank.
• Yes. It’s quite close to here.
• ...across the street from a big church.
• It’s only about a ten-minute walk from here.

14. You can’t miss it.

6. Walk straight ahead until you get to Main Street.
• It’s easy to find.
• Walk down the street...
• Walk three blocks...
15. Do you want me to repeat any of that?
• Walk up the block...
• Keep walking in this direction... • Did you catch all of that?
• Do you understand?
7. How many blocks is that?
16. No, that’s okay. I’ve got it.
• How far is that?
• Yes. It’s very clear.
• It’s okay. I understand.

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 Asking for Directions
Everyday Dialogues

Listening Practice
Listen to the recording of the dialogue from page 2. Fill in the missing
words as you listen. Listen again. Now look back at page 2 and check your
work. Did you fill in the correct words? Did you spell everything correctly?

Man 1: Excuse me. Can you tell me            the post office?

Man 2: I’m sorry. I don’t            . I’m from out of town.

(a minute later)

Man 1: Excuse me. Do you know            the post office is?

Sure. It’s not far from here. Walk           

Woman:
until you get to Main Street. Then...

Man 1: Sorry to interrupt you. How many blocks is that?

It’s about two or three blocks. It’s the first traffic light
Woman: you come to.            Main Street, turn right and walk
one block to Broadway. Then turn left and go about half a block.

Man 1: Which side of the street is it on?

Coming from this direction,            on your right side.

Woman: It’s in the middle of the block, next to the Sweets Ice Cream Shop.
You can’t miss it. Do you want me to repeat any of that?

Man 1: No,            . I’ve got it. Thanks a lot.

Woman: You’re            .

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 Asking for Directions
Everyday Dialogues

Write Your Own Dialogue

Work in groups of two or three. Write a dialogue
about asking for directions using phrases from page 3.
Practise and present the dialogue to your class.

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 Asking for Directions
Everyday Dialogues

Review
Your teacher will now assess your ability to ask for and give directions.

Task 1

LISTEN & ANSWER

Listen to the conversation and answer the questions.

Your teacher will tell you if you have to write or say the answers.

1. Why is the first speaker talking to people he doesn’t know?

2. Why can’t the first man help the man who is looking for something?

3. How far away is the post office?

4. What does the woman say to do after getting to Main Street?

5. What does the woman offer to do after giving the directions?

Task 2

GIVE DIRECTIONS TO YOUR HOME

Explain to a classmate or your teacher how to get to your home

from school. Explain it as if you just met this speaker on the street.

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 Asking for Directions
Everyday Dialogues

Answer Key
LESSON DESCRIPTION: LEVEL: Low Int – Int / CLB 3–5

In this lesson, a man wants to get directions to the post office. TIME: 1.5 hours
A woman on the street gives him directions. Students learn
TAGS:  directions, asking for directions, map, travel,
expressions to use when asking for and giving directions,
tourist, PBLA, assessment, assessment task
and they have multiple chances to practise through
speaking tasks and writing their own dialogues.

Pre-Reading Listening Practice

A. WARM-UP QUESTIONS Have students complete the dialogue by listening

to the recording or by having three students read
Discuss as a class or in small groups. Answers will vary.
the completed dialogue from page 2.

B. VOCABULARY PREVIEW

1. c 3. a 5. e 7. h CLB Skill Competencies

2. f 4. d 6. b 8. g Listening: I. Interacting with Others,

II. Comprehending Instructions
Dialogue Reading

Give your students time to read the dialogue in pairs. Write Your Own Dialogue

Encourage your students to use vocabulary from the model.

CLB Skill Competencies

Reading: IV. Comprehending Information

Speaking: III. Getting Things Done CLB Skill Competencies

Writing: II. Reproducing Information

Practice
(continued on the next page...)
Have your students read the dialogue again and
practise subbing in some of the different expressions.

CLB Skill Competencies

Reading: IV. Comprehending Information

Speaking: III. Getting Things Done

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 Asking for Directions
Everyday Dialogues

Answer Key cont.

Review (Assessment Tasks) TASK 2

Mark the assessment form as “achieved success”

The following tasks can be used for assessment purposes if the student responds correctly 70% of the time
and/or review practice. You can save all of the tasks until and fulfills these expectations:
the end or assess your students throughout the lesson.
• Uses appropriate courtesy forms and structures.
Personalize your own Listening and Speaking Task Assessment • Expresses movement and location.
forms for your students’ portfolios by using Assessment Tools
in the Resources section: https://esllibrary.com/resources
CLB Skill Competencies
TASK 1
Speaking: II. Giving Instructions
Play the audio from this lesson. Then assign the questions. You
can decide if you want your students to say or write the answers.
(continued on the next page...)
1. The man on the street is looking
for directions to the post office.
2. T he first man is from out of town, so
can’t help the man find what he is looking for.
3. The post office is not far away. It’s only a few blocks away.
4. T he woman says to walk up to Broadway and turn left.
5. The woman offers to repeat the directions.

Mark the assessment form as an “achieved success” if the student

answers 70% correctly and fulfills these expectations:

• Gets the gist.

• Identifies factual details, key words,
and expressions as required.

CLB Skill Competencies

Listening: II. Comprehending Instructions,

IV. Comprehending Information

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 Asking for Directions
Everyday Dialogues

Answer Key cont.

Canadian Language Benchmarks Summary

OVERVIEW

Stage: 1–2 CLB Range: 3–5* Primary Skill Competency: Listening – II. Comprehending Instructions

PAGE TASK SKILL COMPETENCIES

Reading: IV. Comprehending Information

2 Dialogue Reading
Speaking: III. Getting Things Done

Reading: IV. Comprehending Information

3 Practice
Speaking: III. Getting Things Done

4 Listening Practice Listening: I. Interacting with Others, II. Comprehending Instructions

5 Write Your Own Dialogue Writing: II. Reproducing Information

6 Review Task 1 (PBLA)** Listening: II. Comprehending Instructions, IV. Comprehending Information

6 Review Task 2 (PBLA) Speaking: II. Giving Instructions

*Note: **Note:

This CLB range is suggested by ESL Library based on
the descriptors in the Canadian Language Benchmarks
guide: http://www.cic.gc.ca/english/pdf/pub/language-
benchmarks.pdf
PBLA refers to portfolio-based learning assessment in
the LINC program (though any teacher can use these tasks
for review or assessment). Visit our Resources section for
Assessment Tools that you can print and personalize for
PBLA: https://esllibrary.com/resources

(continued on the next page...)

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 Asking for Directions
Everyday Dialogues

Answer Key cont.

Canadian Language Benchmarks Summary cont.

PROFILES OF ABILIT Y

The following descriptors from the Canadian Language Benchmarks

apply to this lesson and are used with permission. For more
detailed information see: http://www.cic.gc.ca/english/pdf/pub/
language-benchmarks.pdf and visit: https://www.language.ca/

BENCHMARK THE LEARNER CAN:

• Communicate basic information using simple sentences about immediate needs and personal experiences. (3)
Speaking • Communicate information about common everyday activities, experiences, wants and needs. (4)
(3–5) • Communicate with some effort in short, routine social situations, and present
concrete information about needs and familiar topics of personal relevance. (5)

• Understand key words, formulaic phrases and most short

sentences on topics of immediate personal relevance. (3)
Listening
• Understand, with considerable effort, simple formal and
(3–5)
informal communication on topics of personal relevance. (4)
• Understand, with some effort, the gist of moderately complex, concrete formal and informal communication. (5)

• Write short, simple texts about personal experience and familiar

Writing topics or situations related to daily life and experience. (4)
(4–5) • Write short, simple to moderately complex descriptions, narrations, and
communications about familiar, concrete topics related to daily life and experience. (5)

Reading • Understand the purpose, main idea, key information and some details in simple,
(3) short texts related to everyday familiar and personally relevant situations and topics. (3)

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 Asking for Directions
Everyday Dialogues

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