6. lesson planning guide & examples - 2013

P a g e | 1

Guide to ESL Lesson Plans

What is a lesson plan? A lesson plan is a teacher’s guide to classroom instruction. Teachers prepare the lesson plan prior to the student’s arrival (based on the curriculum) and then implement the lesson during the class. The depth and detail of a lesson plan will vary depending on the preference of the teacher, subject being covered, and the need and/or level of the children. Note: Some schools may have specific lesson plan requirements mandated by the education office or school management. Developing effective lesson plans: An effective lesson plan is generally 2-3 pages in length and should reflect the needs and interests of the students. Likewise, it should constitute the duration of the class; meaning, if the class is 50 minutes long then the lesson plan should incorporate 50 minutes of instruction. As an English teacher it’s important to develop lesson plans that provide the students with ample opportunities to speak; therefore, implementing classroom activities that promote conversation, questions, answers, brainstorming, etc. is ideal. Common ESL Lesson Plan Topics

Clothes

Directions

Emotions

Family

Famous Places

Food

Friends

Gestures

Hobbies

Introductions

Seasons

Sports

The Future

The Past

Transportation

Travelling

Weather

Etc.

What NOT to include in a lesson plan: Do not place potential worksheets and images in the lesson plan. Lesson plans should be written plans that explain how worksheets and potential images and classroom resources will be used; they should not be used to make your lesson plan appear longer or more in-depth. Using the EPIK lesson plan template: Please remember to use the lesson plan template that’s

provided on the last page of the EPIK application form. Lesson plans should be no less than 1.5 full pages in length. Lesson Plan Template Lesson Planning Guide Example Lesson Plans Page 2 Pages 3-5 Pages 6-16

P a g e | 2

Lesson Plan Template

Date:

► Subject: English or ESL

► Unit (Title):

► Grade (No. of Students):

► Objectives: By the end of the lesson, students should be able to…

1.

2.

► Key Expressions: Students will focus on using the following language.

1.

2.

► Teaching Aids/Materials: The instructor will require the following materials.

1.

2.

► Steps and Procedures (The following is a sample procedure. You can develop your own naming for

each stage. As for the timing of the lesson, it will depend on the arrangements in your school. In Korean

public schools, the instruction hours for each level are as follows: 40 min. in elementary school, 45 min. in

middle school and 50 min. in high school. Depending on how long your class is, the ‘Development’ will

stretch and contract as necessary. In other words, your ‘Introduction’ should be five to ten minutes, your

‘Conclusion’ five minutes, and your ‘Development’ should be whatever time remains in between for the

students to practice the target language. )

1) Example 1

Introduction (5 min.): greetings & warm up, review, class arrangement, presentation of

objectives

Development ( 30-40 min.): presentation of today’s activities, practice, production

Conclusion (5 min.): summary (review), evaluation of objectives (formative test), wrap up &

assignment, presentation of the next lesson

2) Example 2 : Introduction, Presentation, Practice, Production, Conclusion

3) Example 3: Introduction, Body, Conclusion

4) Example 4 : Engage, Study, Activate, Summarize

5) Example 5 : Introduction and Warm up, Vocabulary and Handout, Navigation Quiz,

Group Activity, Presentation, and Conclusion

P a g e | 3

Lesson Plan Guide

This is meant to be a concise statement of what you will need to think about for each stage of a lesson plan while you are putting it together. As you can find many examples of excellent lessons through your own research, this will be a general statement and discussion on the lesson planning process. I. On Lesson Plan Template

The first parts of this section on the template Date, Unit (Title), Grade (No. of Students) will be largely self-explanatory, so only brief mention will be made of 'Unit (Title).’ Unit

For a particular topic, you should be planning (approximately) five different lessons, so the ‘unit’ or theme should be the same over those five lessons, e.g. ‘Fruit’, ‘Transportation’, ‘Sports’, etc.

The remaining three items in this section, ‘Objectives’, ‘Key Expressions’, and ‘Teaching Aids/Materials’ will require a little more explanation: Objectives

It is in this section where you must describe the skills that a student should have by the end of the lesson. Of course, whether or not every student will grasp the objectives is another story, but you must list the goal(s). For example, you might put, “By the end of the lesson, students should be able to identify items on a menu and order a meal.”

Make sure that your objectives are about conversation not memorization! It is not a good objective to have simple vocabulary as the only target, e.g. “By the end of the lesson, the students will know the names of fruit in English.” This could be a beginning, but it would have to be followed by a contextual skill for that vocabulary, e.g. “By the end of the lesson, the students will be able to tell each other their favorite fruit.”

Key Expressions

Here, you would list the main phrases that the students should, at a minimum, master during the lesson. For the ‘Objectives’ examples above, an example might be, “I’d like ..., please.” Or, “My favorite fruit is …”

The important thing here is that you don’t write your key phrases in your objectives. The objectives are the context within which the key expressions would be used.

Teaching Aids/Materials

Anything that you will use in the course your lesson should be listed here. Are you going to use a text, a worksheet, video, something from the internet? Write it down and list where you got and where you can find it again. Knowing how to access your materials again (especially if you need a URL) is pivotal to the flow of your lesson and it will also help any future teachers who teach it.

II. Introduction The Introduction to your lesson will consist of, Greetings & Warm-up, Review, Class Arrangement and Presentation of Objectives. Greetings and Warm-up

P a g e | 4

This isn’t just a space for you to write ‘Hello’ or ‘How are you?’ It’s from this point where you set the entire lesson. Again, in line with the example of ‘Objectives’ and ‘Key Expressions’ above, your ‘greeting’ could be, “Hi, class. Do you know my favorite fruit? What do you think it is?” Or you can start the class off with a fun game to warm up the class. Engaging a class, getting them to think right away, and giving them the focus of the lesson is what you should try to do in the greeting.

Review

This could be an interactive question/answer about what you did with the students’ last class, or it could be accomplished by showing the students some of the material that you used last class to spark their memory. Most importantly, you should review what is linked to the material that you will cover in the current lesson. Even if you’re moving from ‘fruit’ to ‘vegetables’, you could still show them the flashcards from the former class and ask, “Do you like fruit?” and follow it with, “What food don’t you like?” to lead into vegetables.

Class Arrangement

Will the students need to be in groups, pairs, or threes? Or, will you need to put something special on the board or walls; something on the video screen, perhaps? This is where you would list the use of any aids/materials that will be placed around the class, too.

Presentation of Objectives This can be done in many different ways, but it’s important that students know what they are going to accomplish so that they are prepared to learn. A common spot on the black board that always has, “Today we will…” for the students to see what they’ll be doing, or a Power Point slide of the day’s ‘Key Expressions’ to which the students can continually refer is acceptable. It’s even acceptable to elicit the objectives from the students to present them: After a review, asking, “So, what do you think we’re going to do today?” (with a little prompting) will often result in the students outlining for each other what they are going to work on.

III. Development

The Development of your lesson is the most student centered part of the process. Therefore, all the activities must be what the students are going to do. The teacher will definitely need to facilitate the activity, but they must also stand back and let learning happen between the peer groups of the class. Will the students do a mill drill – an activity where class members must move around the class speaking to other class members on a certain topic – or will they play Go Fish with flashcards matching the topic of the day? Will they act out a sport, or recite a recipe for the rest of the class to guess what they’re playing/making? Will they have to do a running dictation – going in and out of the class individually to listen to a cassette for a limited amount of time to come back and tell their group so the whole script can be recited by the entire group once all the members have put it together – or will they create a sketch? This is where you write it all down. It might be the case that one activity is sufficient. For example, a game of Go Fish can be a lengthy process, but if the first activity you have planned is a mill drill, a class of thirty-five (an average Korean class size) will exhaust a short dialogue in about ten minutes, so make sure you have an idea of how long an activity will last so you are prepared to use as many activities as necessary to reach your lesson objectives. …continued ▼

P a g e | 5

IV. Conclusion The three parts of the Conclusion, Summary, Evaluation of Objectives and Closing would be as follows: Summary

A good idea here is to go back to your ‘Presentation of Objectives’ portion of the lesson and repeat what was done here. If it’s on the board or a Power Point slide, the students should be able to say what the ‘Key Expressions’ were and identify what was achieved with an appropriate prompt, e.g. “What’s your favorite fruit?” for the student to respond, “My favorite fruit is…”.

Evaluation of Objectives

Moving on from the ‘Summary’, once the students have re-visited the day’s objectives, they should be able to demonstrate that they have reached your objectives by performing the dialogue, identifying one of the cards from their game of Go Fish (and then asking for it the way they would have in the ‘Development’), or reporting what the other groups showed them in a game of charades about, for example, My Favorite Sport, saying, “My favorite sport is … & group one’s favorite sport is …”; & so on .

Closing Just as ‘Greetings’ isn’t about ‘Hello’, the ‘Closing’ isn’t about ‘Good-bye’. This is the most important part of your next lesson because it is here where you let them know what you’ll be doing in the next class. After praising the students for their performance in the ‘Summary’ and ‘Evaluation of Objectives’, you should tell them that next class they’ll be continuing with more work on the day’s topic, or that they’ll be moving on to something different. If it is different, now would be a good time to see how much prior knowledge that your students have by eliciting some of the vocabulary you might be using. Saying that you’ll be looking at transport and getting them to list, ‘car’, ‘plane’, ‘train’, is a good finish and good preparation.

Refer to the following pages for lesson plan examples ▼

P a g e | 6

Example Lesson Plan 1

Date: September 23, 2011


► Unit (Title): Describing people, clothes and appearance.

► Grade (No. of Students): Grade 1 (25 students)


1. Identify the different parts of the body.

2. Learn new clothing vocabulary

3. Identify what parts of the body items of clothing are worn on.

4. By the end of the lesson students will be able to tell each other what they are

wearing.


1. What are you wearing today? What will you wear tomorrow?

2. I am wearing a blue shirt and black pants.

3. I will wear a tie.

4. The boy is wearing a hat on his head


1. Worksheets with illustrations

2. Power point slide

2. Other lesson material: http://www.eslflow.com/describingpeoplelessonplans.html

Introduction (5 min.):

Greeting & warm up: I will start class with a warm greeting and then point to my sweater and ask

the students to identify what I am wearing. “Hello class! How is everyone feeling today? Who can

tell me what this is that I am wearing?” Depending on the students’ response, I will ask another

question about a piece of clothing I am wearing to see how much the students know about

clothing.

Review: Next, I will refresh and test the students’ memory of what we learned the last class

about the body parts. I will post at the front of the class a big diagram of the human body. As I

point to the body part, the student will say aloud the name of that body part. I will then ask

students to tell me the item of clothing that is worn on the body part they have identified. Now the

students will be identifying body parts and matching the correct item of clothing with that body

part. I will then introduce the new lesson to the students.

Class arrangement: Chairs will need to be set up in a circle for one of the lesson activities.

Students will then need to sit in pairs for the next activity. I will need an over head projector, or a

computer to display pictures.

Presentation of objectives: On one side of the board I will have written the title and the objectives

of the lesson, so the students can see what they will be learning. I will also write the key

http://www.eslflow.com/describingpeoplelessonplans.html

P a g e | 7

expressions students will be able to answer at the end of class. What are you wearing today?

What will you wear tomorrow?

Development (30 min):

Vocabulary & Handout: A list of new vocabulary will be written on the board. I will say each word

and students will repeat. Students will then be given a handout of different items of clothing. They

will match the clothing with the appropriate vocabulary word. A second hand out will be given,

where the students will match the item of clothing with the body part it is worn on.

Activate: I will now use my power point slide or over head projector to show students pictures of

people wearing different clothing. Students will have to tell me what each person is wearing

including the color.

Group Activity: Chairs will need to be set up in a circle. Students will sit in the chair. I will write on

the board the idea of the game. “Switch seats if you are wearing ________.” I will explain to the

students the objective of the game is to switch seats if you are wearing the clothing and/or color

the person in the middle yells out. Example: “Switch seats if you are wearing a blue shirt.” The

person in the middle has to try and find a seat during the switch. The person left without a seat is

to stand in the middle and say, Switch seats if you are wearing ________.” As the teacher, I will

start the game by standing in the middle and saying, “Students who are wearing a blue shirt

switch seats." I will then try to find a seat while the switching is going on. The student who is left

stands in the middle and it is there turn to say, “Switch seats if you are wearing ____.” This

repeats itself with students saying different colors, and clothing.

Partner Activity: Students will get into two pairs and practice their vocabulary. I will prompt the

students’ conversation with the scenario: “You are going to the park to play with your friends.

What will you wear?” Students will turn to their partners and begin telling their partner what they

will wear to go play in the park.

Conclusion (5 min):

Summary: I will have the students refer back to the board where the lesson objectives and key

expressions are written and begin to summarize. “Today you identified the different parts of the

body, learned new clothing vocabulary, and identified what part of the body items of clothing are

worn on. Now everyone should be able to answer these questions: What are you wearing today?

What will you wear tomorrow?” I will then call on different students to answer these questions.

Evaluation of Objects: In their partnering exercise students told each other what they will wear to

the park to play. I will have students tell me in a complete sentence what they learned their

partner would wear to the park to play.

Closing: I will end class congratulating students for doing a good job, and introduce our next

lesson. “Everyone did a great job today! Give yourself a big hug and a pat on the back. I want

everyone to go home and practice naming their different clothing. Next lesson we will be learning

about physical appearance. That is how people look. For example: What color is my hair? Is it

short or long? We will continue this next class. Everyone have a great day. See you next time!”

P a g e | 8


Date: October 2, 2011


► Unit (Title): Future Tense with “will”

► Grade (No. of Students): 6th


1. Ask and answer questions using the future tense

2. Discuss future events and possibilities with “will”


1. I will + (verb)…

2. You will visit….


1. Chalk board

2. Monthly Calendar

3. Teacher’s Story

I. Introduction (5 min.):

A. Preparing Classroom Setting

a. The students desk will be aligned into rows facing the front of the classroom

b. Instructor will place a copy of the “Teacher’s Story” on each students’ desk

(story will have all key expressions hi-lighted)

c. Instructor will write the key expressions on the chalk board

B. Instructor will greet the students by stating “Hello, class!” Do you know what we will

learn today?” “Can someone guess what I will teach today?”

C. Review

a. Instructor will start a class discussion by reviewing the past tense verbs: Ask

the question “what did you do yesterday?” Encourage the students to

converse with each other by asking “what did you do yesterday?” Instructor

will ask the students to share what their classmate did yesterday.

D. Presentation of Objectives

a. Instructor will refer to the key expression on the chalk broad

-I will……

- You will visit….

b. Instructor will present the objective by stating “I exercised at home yesterday.”

P a g e | 9

“Tomorrow I will skate to the park.”

II. Development (30-40 min.):

A. Presentation (10 min)

a. Teacher tells a story about what she will do when she returns to the United

States. Then she asks the students some questions about the story and

about what they will do when they return to their communities. Instructor will

use a calendar to show that events will take place in the future. - Teacher

then presents the basic sentence structure: I will + verb (action), You will

visit....

B. Practice (20 min)

a. Instructor will split the class into equal groups and ask students to create

a story about what they will do tomorrow after school? Once the groups have

completed their stories, Instructor will ask the students to share their story

aloud with the class.

b. Students will write five individual sentences using the key expressions:

-I will…

-You will…

-She will…

-He will…

- We will…

c. Students will write their sentences on the broad to provide examples of

different sentences and share the different activities that will occur in the

future tense.

III. Conclusion (5 min.):

A. Summary

a. Instructor will refer to the key expressions and ask the students “what will

you after lunch?” The student should reply using the key expressions from

the objective section of the lesson plan

B. Evaluation

a. Students should be able to share their classmate future plans that was

shared and discussed during the developmental part of the class. And

refer to the “teacher’s story” and refer to the future activities that were

mentioned in the story through conversation.

b. Instructor will provide positive feedback and give sticker stars for great

performances

P a g e | 10

C. Closing

a. Instructor will inform the class that next class a review will be completed at

the beginning of the class and the present tense will such as “I am

walking…”, “He is skating…”


Date: Any

Grade: 3rd (approx. 35 students)

Time: 40 minutes/one class

Unit: Weather

Lesson: 3 of 5 (Weather accessories and activities)

Objectives: By the end of the lesson…

1. Students will be able identify appropriate accessories for at least five types of weather.

2. Students will be able to name activities they can perform in various types of weather.

Key Expressions: Students will focus on using the following language…

1. It is __________ today. I will need ________________.

2. I like/dislike when it _____________ because I can ___________ in the ____________.

Materials: The instructor will require the following materials…

Students drawings of weather (from previous lesson)

Various personal props

Worksheet (vocabulary chart)

Crayons/markers

Big poster with magazine cut-outs of weather-related activities

Procedure:

1. Class Arrangement:

- When the students enter the classroom, they will see the pictures of the different types of

weather that they created previously posted around the room. They will be asked to move around

according to my direction.

- They will be asked to work in groups or pairs for the majority of the lesson. The groups will be

P a g e | 11

assigned randomly according to each student’s favorite type of weather; I will then pair the

students up to practice describing accessories and actions associated with the various forms of

weather.

- Finally, each student will get his/her pictures and return to his/her desk to add to them.

2. Introduction & Review: Hello class! I was very excited when I saw the _____ (sun/rain/snow)

today. I got to wear my ______ (sunglasses/raincoat/gloves). What about you? Did anyone wear

_________(sunglasses/raincoat/gloves) like me? Cool!

a. Yesterday we made pictures of different types of weather. You can see them on the

walls. When I say the word, let’s see if we can move toward the right group of pictures.

Ready? Go!

3. Presentation of Objectives: Good job everyone! Today we are going to learn to practice using our

weather words in many different ways. (Refer to the list of objectives on the board.) We will also

get to learn the names of objects and activities that go along with our weather words. Please go

back to your seats, and we will start.

4. Development:

- First, I would pass out a worksheet with pictures of the props I planned to use. I would then

show the prop to the students and say the new vocabulary words – one or two for each type

of weather. I’d have them say it aloud and then I’d write it on the board and have the student

write it on the worksheet. (5-7 minutes)

- When I finished with the new vocabulary, I’d ask students if there were any other objects they

thought were missing, and I’d try to add them. (1-3 minutes)

- Second, I would show students a big poster of magazine cut-outs of people doing various

weather-related activities. I’d point to each, say the word, have the students repeat it, and

then write it next to the appropriate weather accessory on the board. (5-7 minutes)

- Third, I’d ask the students to work with a partner and discuss the weather. They should try to

use as many of the new vocabulary words as possible. I’d try to monitor as many of these

conversations as possible. (10 minutes)

Conclusion/Assessment

1. Review objectives, verbally practice key expressions with whole class.

2. Formative assessment: Return weather pictures to the students. Have each student add a picture

of himself/herself wearing an accessory and going an action. Then, have the student write two or

three sentences using the key expressions. Finally, have each student read their sentences aloud

to the class or to a partner.

3. Closing: What wonderful sentences! You all did a great job. Next class we will be talking about

the seasons. They are spring, summer, fall, and winter. Can anyone tell me season has snow?

Rain? Lots of sun? Wind? Good. We’ll continue tomorrow. Have a nice day!

P a g e | 12


Date: 15 March 2012


► Unit (Title): Learning to politely make requests

► Grade (No. of Students): Beginner level, 25 students

► Objectives: By the end of the lesson, students should be able to:

1. Recite the names of various school supplies

2. Politely request to borrow said items from their classmates

3. Use correct vocabulary and sentence structures when making requests, as well as

the appropriate body language and tone of voice

► Key Expressions: Students will focus on using the following language:

1. “May I borrow your pen/pencil etc.?”

2. “What is it?

3. “It’s a pen/pencil/eraser etc..”

4. “Thank you for lending your pen/pencil etc. to me.”

► Teaching Aids/Materials: The instructor will require the following materials:

1. A pencil, eraser, book, notebook, ruler, pencil case and backpack;

2. A whiteboard and board markers;

3. A vocabulary sheet;

4. Worksheets with exercises A, B and C.

► Steps and Procedures

1. Introduction (5 - 10 min): greetings & warm up, review, class arrangement, presentation of

objectives

Class greeting (the students will sit in their usual rows);

Previous worksheets will be passed back, the answers will be reviewed and the class will

engage in a quick revision session;

The instructor will present the new class objectives by writing them on the whiteboard;

The instructor will ask the students about the kinds of supplies they use during class, what to

do if they forget to bring something, the correct way to ask to borrow something from a

classmate etc.

2. Study session (15 – 20 min): presentation of the day’s activities, practice, individual work

The instructor will introduce and teach the new vocabulary (see below for a list);

The instructor will introduce the exercises by talking about the various things a student

might need during class (pens, pencils etc.) and the correct way to ask to borrow

P a g e | 13

something;

An illustrated vocabulary list and a small dialogue detailing a polite conversation between

two classmates, one of whom has forgotten her backpack and must now borrow various

supplies from a friend, will be passed out to the students, who will then proceed to

complete exercises A and B.

3. Activity (10 – 15 min): group work, practice

The students will split into pairs and engage in a role playing activity (exercise C) as two

classmates.

The scenario is: one classmate has forgotten his/her backpack and must now ask his/her

friend to borrow various school supplies. The students will practice the dialogue and

vocabulary words they have learnt, and then switch roles so that both will have a chance to

practice all the new vocabulary.

4. Conclusion (5 min): summary (review), evaluation of objectives (formative test), wrap up &

assignment, presentation of the next lesson

The instructor will review what has been learnt during the class (sentence structure,

vocabulary, appropriate body language and tone);

Students will recite the vocabulary words and answer questions that the instructor will pose to

them regarding rules for polite conversation;

The instructor will collect the students’ worksheets, answer any questions the students might

have and introduce the following lesson’s topic;

Class greeting.

► Exercise A: Each student will be given a vocabulary list and a worksheet (see example below) that

features a set of illustrations, beside which students must circle the correct vocabulary word. This is to

ensure that students not only know the word, but also know which word names which item.

Instructions: Look at the picture and circle the correct word

► Exercise B: small dialogue detailing a polite conversation between two classmates, which students

must be able to read fluently. There will also be an accompanying set of questions which students must

answer (e.g. Is this conversation a polite one? Why or why not? What could be changed in order to make

it more polite?)

► Exercise C: Role-playing activity.

The students will split into pairs and engage in a role playing activity (exercise C) as two classmates.

One classmate has forgotten his/her backpack and must now ask his/her friend to borrow various school

supplies. The students will practice the dialogue and vocabulary words they have learnt, and then switch

roles so that both will have a chance to practice all the new vocabulary.

P a g e | 14


Date: 10/18/2011

► Subject: English

► Unit (Title): Taking a vacation.

► Grade (No. of Students): Intermediate level, 26 students


1. Give and receive directions to places on a map.

2. Discuss vacation activities.


The underlined texts are the key expressions with the plain text serving as an example

response.

1. Turn Right/Left on Main Street. Follow Main Street for one mile until you reach

Washington Blvd. The Museum is on the corner of Washington and Main.

2. I would like to visit The Savannah Civil War Museum on my vacation.


1. Savannah Travel brochures, one per student. (can be downloaded from

http://www.trolleytours.com/brochure-cites-travel.asp)

2. An enlarged view of the map found on this brochure (projected onto a screen)

3. A worksheet with exercises A, B and C. (can be found below)

4. U.S. Map

► Steps and Procedures

I have chosen to detail my lesson plan using the ESA methodology.

1. ENGAGE- 10 minutes Class greetings. (Students will sit in their usual rows.) Pass back the quizzes from last time, review the answers and answer questions.

The instructor asks the students about tourist attractions in their region and their country.

Where would they send a tourist and why?

What places have the students visited?

Which places did they find most interesting?

How do they choose vacation locations? Are they for relaxation (like the beach), to learn about history (like Washington D.C.), or to play sports (like the mountains?)

2. STUDY- 25 minutes Pre-teach travel and tour vocabulary. (see below for a list) Review telling time and teach giving directions. (see below for a list) Introduce the exercises by talking about Savannah, Georgia and showing where it is on a US map. Pass out Savannah Tour Brochure and corresponding exercises A and B to be done in pairs. 5 minutes: Review the answers as a class, calling on individual students to answer aloud. 3. ACTIVATE- 15 minutes Groupwork in same pairs as before: Roleplay (exercise C) as an employee of the Savannah Visitor's Center

P a g e | 15

and a tourist. The employee must ask the tourist where they are from and suggest an attraction.

The tourist must tell at which hotel they are staying and ask directions to an attraction provided on the

brochure. The tourist needs to repeat the directions after they are given for verification from the

employee. After this activity is completed, switch roles and do it again.

4. SUMMARY

The lesson begins with the teacher engaging the students by asking them about their personal

experience with travel, vacations and tourism. This serves as an introduction to the material and a warm-

up.

During the second phase, the students are taught vocabulary on the subject of vacation and travel. They

also learn to give directions using a city map. Pairs complete “exercise A” which checks for

comprehension of the material and “exercise B” that requires the students to practice giving directions.

The final phase activates the language by having the students give and receive directions orally with their

partners.

Below, I have listed vocabulary and expressions and the exercises.

Vocabulary: travel and tour Telling time and giving directions

TAKE A TOUR. VISIT A MUSEUM. CHECK OUT THE GIFT SHOP. BUY SOUVENIRS FOR FAMILY. CHECK THE BUS SCHEDULE. BOOK A FLIGHT. ASK FOR DIRECTIONS.

Where is the __(attraction)__? How far to the nearest bus stop? Where can I find a taxi? How much is this? Do you have any group rates? I need a map of the city. The tour begins at __(time)__ Do we need reservations?

Turn right/left. Continue ahead. It will be on the right/left. You can find it on the corner of… Take a u-turn. The building is right past the bus station.

NORTH/SOUTH

EAST/WEST

Exercise A 1. How long is the tour "Georgia's First City?" _______________________ 2. List three of the attractions visited on the tour? ______________,______________,_____________. 3. What time do the tours begin and what days of the week do they run? ______________________ ______________________ 4. Are reservations required to book the Ghosts and Gravestones Tour? If so, why? ___________________________________________ 5. How do you book a tour? ___________________________________________ Exercise B Give directions from the County Courthouse to "The Lady and Sons" restaurant assuming that the top

of the page is North. Use the street names provided on the map. Then give directions from the restaurant to the Ships of the Sea Museum (attraction #14) and tell what

there is to do there. ___________________________________________ ___________________________________________

P a g e | 16

___________________________________________ ___________________________________________ ___________________________________________ Exercise C Role play: an employee of the Savannah Visitor's Center and a Tourist Use the provided brochure. Remember to switch roles! The employee must ask the tourist where they are from and suggest an attraction.

The tourist must tell at which hotel they are staying and ask directions to an attraction provided on the

brochure. The tourist needs to repeat the directions after they are given.

6. lesson planning guide & examples - 2013

Documents

esl lesson plans

epik lesson plan template

effective lesson plans

lesson plan template

lesson plan template

students arrival

minutes of instruction

classroom instruction