Before this section starts, the instructor will write the important vocabulary for the lesson on the blackboard.
Step 1: Lesson Introduction (1 minute)
Introduce the lesson “Describing Locations” and what to expect from the lesson.
Step 2: (10 minutes)
Introduce and explain some of the more frequently used directional terms. This will be done within a jing demonstration viewed online. Click here to view
Here are the important words that will be covered:
straight (on) / across (from) OR opposite / adjacent to OR next to / near OR close to / between / at the end (of) / on/at the corner of / behind / in front of / (just) around the corner from / diagonal to OR kitty corner to (Also: catercorner, cattycorner)
Step 3: Vocabulary Review (5 minutes)
If students have access to computers:
Students practice the vocabulary they have just learned with this Quick Quiz and fill in appropriate answers on getting lost.
If students do not have access to computers:
Download this file. Students practice the vocabulary with this quick quiz and fill in appropriate answers on getting lost.
Step 4: Student Demonstration (10 minutes)
To reinforce the important vocabulary, students will act out the new descriptive words. The teacher will assemble volunteers into small groups (minimum of 4 students per group) to go up to the front of the class. Students draw flashcards (with the new vocabulary item on it) and must put themself in a position relative to their classmates (or objects in the classroom) that apply to the word and then create a sentence with the selected word.
For example, if the student's word was “between”, the student could say sentences like this:
I am standing between Maria and Jaime. / Maria is standing between me and Jahn. / We are standing between the wall and the table.
Step 3: Partner Work (24 minutes)
Students are divided up into partners. The teacher explains the activity to the students. Each student will be given a separate map (either Map A or Map B) with a different list of locations on the map and a different list of locations to ask for a descriptive direction of. Students will use the direction words recently covered (and which are listed on the blackboard) to help with the activity. They are also given several model sentences on the map sheet to use for performing this activity (if they choose).
To start the activity off, the teacher will request a volunteer and demonstrate the process that the students will be participating in.
Students will be assigned a writing assignment. They will write up a short paragraph (minimum 8 sentences) describing their neighborhood using street names and surrounding locations using the new vocabulary.
For example: My house is on the corner of 5th and Mason Street, across from the Hair Salon.