Name: Group Work Date: 09/05/26 Length of lesson: 50 minutes Level: Common Core

Teaching action points

1.​ Reduce Teacher Talking Time (TTT) and maximize Student Talking Time (STT). I will achieve this by setting up activities with clear, concise instructions and relying
on pair work (S-S) for the majority of the practice stages.
2.​ Give clear instructions and check understanding. I will achieve this by using Instruction Checking Questions (ICQs) and modeling the activities with a strong
student before putting the class into pairs.

What are you teaching? Language points -

●​ Vocabulary: Places in a city (bakery, police station, library, travel agency, cyber café, restaurant, hotel, bank, department store, drug store).
●​ Grammar/Phrases:
○​ Asking: Excuse me, where can I get/buy...? / Could you tell me where it is? / How can I get there?
○​ Giving directions: Why don't you go to the...? / Walk up/down [Street] and you'll see it on the [left/right].
○​ Prepositions of place: on the left, on the right, in the corner, between... and..., next to..., across from...
●​ Pronunciation: Intonation in polite questions (rising intonation on "Could you tell me where it is?"). (Less important though)

Language skills - Primary: Speaking Secondary: Listening, Reading

Objectives By the end of the lesson, students will be able to accurately ask for and give directions to various locations in a city using appropriate expressions within a
roleplay.

English for Global Communication Students will be able to navigate a foreign city, ask locals for help when lost, or assist English-speaking tourists who are visiting their
own country and asking for directions.

Preliminary considerations: What vocabulary/grammar/information/skills do your students already know in relation to today's lesson? Students likely already know
basic city vocabulary (park, school, hospital) and basic directional words (left, right).

What aspects of the lesson do you anticipate your students might find challenging/difficult?

1.​ Because seating is fixed, the "Information Gap" activity might be spoiled if students simply look at their partner's book. (not an issue in our scenario)
2.​ The pronunciation and flow of full phrases might be too complex. "Walk up [Street] and you'll see it on the right, across from the [Place]."

How will you avoid and/or address each of these problem areas?

I will use back-chaining and choral repetition during the Clarify and Remember stages to build muscle memory for the longer phrases.
 Time Stage/ Purpose Procedure/Steps Interaction Materials needed

5 mins Encounter 1. Project an image of a confused tourist looking at a map and scratching his head. T-SS Projector/Laptop

Generate interest, 2. T: "Look at this man. What is his problem? How is he feeling?" (Elicit: He is lost, confused). S-T
activate schema,
and introduce the 3. T: "Exactly, he is lost. What does he need?" (Elicit: Help, a map, directions).
context.
4. T: "Have you ever been lost in a new city? Who did you ask for help?" Briefly elicit 1-2 short
answers from the class to personalize the topic.

10 mins Clarify 1. Project the vocabulary box from the textbook (top of page 120/124). T-SS Projector, Whiteboard,
Markers
Introduce target 2. Using the projector and your hands, demonstrate the prepositions: next to, between, across
language, clarify from, on the left/right, in the corner.
meaning, form,
and pronunciation. 3. Write the target structures on the whiteboard:

- Excuse me, where can I get/buy...?

- Walk up/down _______ Street.

- You'll see it on the [left/right], [preposition] the [place].

4. Pronunciation: Model the phrases. Have students repeat chorally and individually. Focus on
the polite intonation of "Excuse me, could you tell me where it is?"
10 mins Remember 1. Project Conversation 1 (Map 1) from the textbook on the board. T-SS Projector

Controlled 2. Read it aloud, then have half the class read 'A' and the other half read 'B'. SS-T
practice to help
students memorize 3. Disappearing Text: Erase or blank out key words on the projector (e.g., cakes, bakery, Baker
the form. Street, park). Ask the students to read the dialogue again, remembering the missing words.

4. Continue blanking out words until the students are reciting the target structure almost entirely
from memory.

12 mins Internalize 1. Setup: Divide the class into A and B pairs (students sitting directly next to each other). S-S Textbook pages 120
and 124,
Less controlled 2. Instructions (Verbatim): "Student As, open your books to page 120. Student Bs, open your Folders/Notebooks for
practice focusing books to page 124. Do NOT look at your partner's book. Put a notebook standing up between you barriers
on meaning and so you cannot see. Student A, look at your cue card at the bottom. You want to change some euros
form using an to dollars. Which place do you need to find? Ask Student B. Student B, look at your map, find the
Information Gap. bank, and give Student A directions starting from 'You are here'. Student A, write 'Bank' on your
empty map. Then, switch roles."

3. ICQs: "Are you going to look at your partner's book?" (No). "Student A, are you asking or
giving directions first?" (Asking).

4. Model: Do an example with a strong student across the room.

5. Monitor: Walk around the aisles. Ensure they aren't cheating by looking. Correct gross errors
only.
 13 mins Fluency 1. Distribute the 'Hempton' map handout (image_903279.jpg). S-S Handout map
(image_903279.jpg)
Free practice 2. Setup: Ask students to work with a new partner by turning around to work with the person T-SS
focusing on sitting directly behind or in front of them (accommodating fixed seating).
communication
and fluency in a 3. Instructions (Verbatim): "You are now tourists in the city of Hempton. Look at the bottom
real-world right corner. Put your finger on the arrow that says 'YOU ARE HERE' on Rose Street. Decide
scenario. who is the Tourist and who is the Local. Tourist, choose two places you want to go to today (for
example the Art Cafe, and the Apollo Cinema). Ask the local for directions. Local, give directions
from the 'You are here' arrow. When you finish 2 places, switch roles."

4. Monitor: Stand back and observe. Take notes of persistent errors for delayed feedback at the
end of the lesson. Do not interrupt their flow.

5. Wrap-up (Last 2 mins): Write 2-3 common errors you heard on the board and elicit the
corrections from the class.