Unit 2 I’m lost!
Warm up
Look at the picture. Discuss with your partner what they are doing, what would it happen, and what
they might say.
Conversation: Asking directions
Listen and practice.
Linda: Excuse me. I’m looking for Post office. Is there any Post Office around here?
Man: Yes, there is a Post Office. It’s in front of Shiny Laundromat.
Linda: Where is Shiny Laundromat?
Man: Go straight to that corner and turn right. That’s Shiny Laundromat.
Linda: Thank you. And just one more thing, please. Do you know where the nearest restaurant is?
Man: Sure, go down this street to the traffic light.
Linda: Yes, then?
Man: Then, turn left and cross the bridge. Go west for two blocks. The restaurant is on your left.
Linda: Thanks. Have a nice day.
Man: You too.
Pair work: Practice the dialogue with your partner.
Grammar: wh- questions and indirect questions
Wh- questions:
Where is Shiny Laundromat?
Where is the nearest ATM?
How can I get to post office?
Indirect questions:
Do you know where Shiny Laundromat is?
Could you tell me where the nearest ATM is?
Can you tell me how I can get to post office?
Change following wh-questions into indirect questions.
a) Where is the nearest police station?
b) Where can I get fresh vegetables?
c) Where can I book the ticket for flight to Sydney?
d) How can I get to the nearest gym?
e) How can I print these papers?
Pair work: Compare the answers with your partner.
Word Power
Look at the pictures. Match them with following words.
a) b)
C) d)
1)
2) 3) 4)
Pair work: discuss where you can find these buildings in your town. Who often go these building?
Are there any other buildings which are important for the people who are living in your town?
Pronunciation
Listen and practice.
1. Wh- questions are usually said in falling intonation
Where is Shiny Laundromat?
Where is Post Office?
2. Indirect questions are usually said in rising intonation.
Do you know where the post office is?
Could you tell me where the nearest restaurant is?
Pair work: Practice the dialogue with your partner again.
Treasure hunting
(Adaption from Treasure Hunt at www.eslprintable.com)
Pair work:
Student A: You and your partner are racing with other pairs. Read the following directions and
find out the places on the map. Then, match with the directions and places. If you finish first, your
pair will win. You can only read the directions to your partner. You cannot look each other’s
directions.
Directions:
a.___ Go up the road to the next street after you cross Brewery Lane. Turn left and it's the building
on the first corner, across from the barber shop.
b.___ Turn right on Highbury and go under the railroad tracks. Turn left at the second corner. It's
behind the bank.
c.___ Go straight ahead and turn right on Third Avenue. Walk up the street for four blocks. There's a
French restaurant on the corner. Turn right and it's on the small street on your right. It's the first
building.
d.___ Go back down the road past the bakery. When you come to the main road, turn left and go
three blocks. It's across from the police station.
e.___ It's on the corner of Second and Highbury. Just go up this street to Second Avenue and turn
right. You can't miss it.
Student B: You and your partner are racing with other pairs. Read the following directions and
find out the places on the map. Then, match with the directions and places. If you finish first, your
pair will win. You can only read the directions to your partner. You cannot look each other’s
directions.
Directions:
f.___ Go one block left and turn right. Go straight past the bowling alley. It's just after the railroad
tracks on the left.
g.___ Go down the street until you come to the bank. I guess it's about two or three blocks. Turn
right and go one block. Then make a left. It's on the left across from a music store.
h.___ Oh, that's easy to find. It's on the other side of the market. Just go down Second Avenue to the
next main street and turn right. It's at the end of the block on your right.
i.___ Just cross the road and walk around behind the restaurant. The building's huge and it's right in
front of you, but the entrance is in the middle. So turn right and go up Brewery to the first corner.
The entrance is on the left.
j.___ Oh, it's right next to the subway station. Just go up the road and it's on your left on the second
block.
Source: www.eslprintable.com
Conversation: Answering directions
Listen and practice.
A: Excuse me. Can you tell me where the city train station is?
B: Sure. First, go down to this street to the corner. Next, turn left and go west on Beech Way street to the traffic light.
A: Ahh yes, then?
B: Then, turn left again.
A: Ok.
B: After that, cross the bridge and go up the Second Avenue Road. Finally, walk about two blocks and it’s on your left.
A: Thanks a lot.
B: You’re welcome.
Pair work: Practice the dialogue with your partner.
Grammar: Expressions of sequence
First, go down to this street to the corner.
Next, turn left and go west on Beech Way street.
Then, turn left again.
After that, cross the bridge and go up the Second Avenue Road.
Finally, walk about two blocks and it’s on your left.
Exercise: Arrange the following conversation. Then, practice with the partner.
a) Could you tell me where the post office is?
b) Turn into the Westcoast Road?
c) Next, cross the road. Then…
d) Ok. To the Indian restaurant.
e) Then?
f) Yes, finally, walk about three blocks and post office is on your left.
g) Welcome.
h) After that, go west and turn into Westcoast Road.
I) Thank you so much.
j) Sure. First, go down this road to the Indian restaurant.
I’m lost.
Role Play:
Student A: You are a foreigner here. Look at following map. You want to go
Strand Hotel
ATM
Super One Shopping Mall
Five stars Travel Agency
Health Gym
But in your map, these places are missing. Ask Student B, who knows these places. You can use the
expressions in the dialogue.
Student B: You are also a foreigner. Look at your map. You want to go
Furniture Store
Book Store
Chinese restaurant
Movie Theater
Train Station
But, in your map, these places are missing. Ask Student A, who knows these places. You can use the
expressions in the dialogue.
Teacher’s guide
Time allocation _55-60 min
Warm up
Time allocation-5 min
This exercise is introducing the topic of the dialogue they are going to listen.
Ask students to look at the picture and to guess in pairs or groups:
What are they doing?
What would it happen?
What might they say?
Teacher asks each pair or group about their guess.
Conversation
Time allocation- 5min
This exercise practices ways to ask directions and different range of formal and casual way of asking.
Teacher plays the tape at least two times. After first time of listening to the tape, get the
students to listen for the places that Linda wants to go.
Let students listen to the tape again to check the answers.
Answer: Post Office, Restaurant
Teacher explain the following expressions:
Go straight/ down/ west/ up, turn left/ right, on your left/ right
Excuse me
Have a nice day/ You too.
Teacher asks students to practice the dialogue with the partners. Ask them not to read the
dialogue, but to look at the dialogue at a glance and talk to the partner. While students are
practicing the dialogue, teacher walks around and checks their pronunciation and
intonation.
Grammar
Time allocation- 10 min
This grammar section explains the ways to change from wh-questions into indirect questions.
Teacher writes down wh-questions on the white board first and then explains how the
indirect questions can be formed.
Explains that indirect questions are polite language and we use them when we speak to
strangers and people who are in high status.
Teach the intonation of wh-questions and indirect questions. Teacher first says the questions
and asks students to repeat after him.
Ask students to do the following grammar exercise individually. While they are doing the
exercise, teacher moves around the class and check their works.
When they finish, get them to practice the dialogue in pairs
Optional: After practicing the dialogue, teacher can choose one of the pairs to present in
front of the class.
Possible answers: Do you know/ Can/Could you tell/ show me where I the nearest police
station is?/ where I can get fresh vegetables?/ where I can book the ticket for the fight to
Sydney?/ how I can get to the nearest gym?/ how I can print these papers?
Word power
Time allocation- 5min
This exercise introduces the words about the places.
Teacher asks students to match the words with the pictures. While students are matching
the words, teacher walks around the class and help the students who find this exercise
difficult.
Get the students to compare the answers with their partners.
Teacher checks the answers.
Teacher says each words and let students to repeat after him.
Answer: 3,1,2,4
Note: Teacher needs to explain the words ATM and Laundromat, as majority of Myanmar
students are not familiar with these words.
ATM – Automated-teller-machine ( a machine in or outside a bank, etc., from which
you can get money from your bank account using a special plastic card) ( Oxford
Advance Learner Dictionary)
Laundromat - a place where you can wash and dry your clothes in machines that you
operate by putting in coins (Oxford Advance Learner Dictionary)
Optional: The teacher can ask students say the words by their own. Or, he can ask individual
students to say the words.
Pronunciation
Time allocation- 5 min
This exercise practice the rising and falling intonation of wh- questions and indirect questions.
Before teacher plays the tape, explain students the difference between intonation matters
of wh-questions and indirect questions.
Get students to listen to the tape first. Then play the tape again and ask students to repeat
after the tape.
After repeating at least two times, get students to practice the model dialogue again with
the partners.
While students are practicing the dialogue, teacher walks around the class and check their
pronunciation.
Treasure Hunt
Time allocation -10-15 min
This exercise assesses students’ understanding of the expressions of directions.
Prepare enough copies of the role cards and maps. Distribute to the students.
Remind students not to show their cards to others.
Give some time to read their cards. Make them sure to understand the instructions in the
cards. If they do not understand, teacher can explain.
Explain the procedures of the activity:
Tell them this is pair work and a competition. The pair who finishes finding the
places on the map first is the winner.
First, they have to read the instructions on the role cards. Then, ask them to read
the directions.
They have to read the directions to their partner, but do not show them. Get them
to take turn the role of reading the directions on their own cards.
Students have to match the alphabet and the numbers on the map.
If they think that they finish matching, get them to tell the teacher to check the
answers. If the answers are wrong, ask them to match them again.
Answer Key: 7,2,1,10,9,3,8,4,6,5
Conversation: Answering directions
Time allocation- 5 min
This exercise practice the expressions of sequence when we give directions/ instructions.
Teacher plays the tape at least two times. After first time of listening to the tape, get the
students to listen for where the man wants to go.
Let students listen to the tape again to check the answers.
Answer: City train station
Teacher explain the following expressions:
First/ next/ then/ after that/finally
Thanks a lot.
You’re welcome.
Teacher asks students to practice the dialogue with the partners. Ask them not to read the
dialogue, but to look at the dialogue at a glance and talk to the partner. While students are
practicing the dialogue, teacher walks around and checks their pronunciation and
intonation.
Grammar: Expressions of sequence
Time allocation-10 min
This exercise practices the expressions of sequence when we give the instructions /directions.
Write down the expressions of sequence on the board.
Explain when the instruction /direction is given, it always start with “First”. Tell sometimes
“Firstly” can be used.
The following expressions, such as “then, after that, next, before that” can be jumbled.
But when the instruction/direction is ended by the expression “Finally”. Tell sometimes the
other expressions, such as “ The last stage/ step..” instead.
Get students to unjumble the dialogue in pairs or groups.
The possible answers: a,j,d,h,b,c,e,f,I,g
Let students to check the answers with their partners. Then, ask each pair or group the
answers.
In pairs, get students to practice the dialogue.
I’m lost!
Time allocation- 10 min
This exercise gives students the opportunity to practice how to ask and give directions.
Prepare the copies of the role cards and maps. Distribute to the students.
Give some time for them to read. Make sure they understand all the words on the role
cards.
Explain the procedures of the activity:
Remind students not to show their role cards and maps to their friends.
Urge students to use the expressions in the dialogues.
Ask students to find out where the list of places in their role cards on the map.
Set the time before students carry out the activity.
