Effective Direction Giving: A Grade 2 Lesson Using the SDE Framework

by Domingo Añasco-Gaces Samontina, Jr.

Lesson Title: Giving Directions

Semester: 1st

Grade/Age/Level: 2

Textbook: Giving Directions

Target Language: English

Vocabulary:

• Where is the (place name)? Go straight.
• Turn left/right
• Here/there

Lesson Goals (1 to 3 SMART goals is a guideline):

1. By the end of the lesson, students will be able to use directional phrases (e.g., "Turn left," "Go straight," "It's on your right", “Here,” “there”) to guide someone to a location on a map.
2. Students will successfully complete a role-play activity, guiding a partner to at least three locations on a map using correct directional phrases.
3. The activity will focus on simple and commonly used directional phrases, ensuring it matches the students’ current English proficiency level.

Materials Needed:

Map, directions flash cards (go straight, turn left/right, here, there), large places flash cards, information gap worksheets (A and B), small places cards (one set of places per team), blindfolds/scarves (one per team).

*Step (warm-up/Presentation/Practice/ Production/ wrap-up/Reward)

Asking for Directions: (Warm-Up Activity) *10 minutes

*Actions

Showing pictures of common places such as libraries, schools, supermarkets, and other locations that students might encounter in daily life.

Examples of Places:

• Library: Use a picture of a quiet library setting.
• School: Display a typical school building.
• Supermarket: Show an image of a busy supermarket.

Guideline:

Ask Open-Ended Questions: Start asking the students to identify each place in English, such as “What is this place?”

Encourage Participation: If students struggle, provide them hints like, “This is where you go to buy food.” This approach not only reinforces their vocabulary but also boosts their confidence in speaking.

Introducing the Topic, Establishing Objectives, and Additional Warm-Up

After identifying the places, introduce the lesson’s focus: “Asking for Directions in English.” Explaining how to ask for and give directions is a vital skill, especially when navigating new environments. Clearly outline what students should be able to do by the end of the lesson. This helps set expectations and provides a roadmap for the class.

• Use a Variety of Visual Aids: using flashcards or even a whiteboard sketch to reinforce the vocabulary.
• Interactive Engagement: Have the students work in pairs to discuss what they see in the images. This encourages speaking practice and allows them to help each other with any uncertainties.

* Personal modification : Anticipated Problems + Solutions

• Problem: Some students may not actively participate or seem disinterested.

Solution: Choose an activity that is relevant and fun, such as a game or a relatable topic. Use icebreaker questions or tasks that allow students to share personal experiences or opinions. Encourage shy students by pairing them with more confident peers.

• Problem: The warm-up activity takes too long, eating into the main lesson time.

Solution: Set a strict time limit and use a timer to keep the activity concise. Pre-plan the activity to ensure it fits the allocated time. Prepare quick alternatives if students complete it faster than expected.

• Problem: A few students dominate the activity while others remain passive.

Solution: Use structured turn-taking or group-based activities to ensure everyone gets a chance to contribute. Assign specific roles (e.g., spokesperson, writer, timekeeper) during group tasks. Call on students randomly or use a participation tracker.

Asking for Directions: (Presentation) * 15 minutes

*Actions

Introduce the key directional vocabulary such as “right,” “left,” “go straight,” “here,” and “there.” These words form the foundation of any conversation about directions, so it’s important that students feel comfortable using them.

Introducing Key Vocabulary

Vocabulary List:

• Right: The direction to your right side.
• Left: The direction to your left side.
• Straight: Continuing in one direction without turning.
• Here: The place where you are currently.
• There: A place that is not here, but elsewhere.

Guideline:

• Use Visual Aids: Use flashcards with the word on one side and an image or symbol (like an arrow) on the other. For example, a card for “right” might have a right-pointing arrow. These visual aids help in associating the word with its meaning.
• Pronunciation Practice: After introducing each word, lead the class in pronunciation practice. Model the word several times and then have the students repeat them. This ensures they are not only familiar with the words but can also say them correctly.

Demonstrating Vocabulary in Context

Next, demonstrate how to use the vocabulary in context. This is where to move from isolated words to full sentences and scenarios that students might encounter.

Using the Whiteboard:

• Draw a simple map on the whiteboard showing a few common places, such as a library, supermarket, and school.
• Create a basic route on the map and use it to demonstrate how to give directions. For example, draw a path from the school to the library and say, “The library is here. To get there, go straight and then turn right.”

Guideline:

• Keep It Simple: The initial examples are straightforward, as complex directions might overwhelm beginners. Then gradually the complexity increases as the students become more confident.
• Encourage Interaction: After demonstrating, ask students to come to the board and try giving directions themselves. For instance, “Student A, can you show us how to get from the supermarket to the school?”

Reinforcement with Additional Resources

Use handouts that feature simple maps of fictional towns. These maps allow students to practice giving directions in pairs or small groups, reinforcing the vocabulary in a collaborative and supportive environment.

Handouts Include:

• A map with various locations labeled (e.g., park, hospital, bank).
• A list of phrases to use when giving directions, such as “Turn left at the park” or “Go straight past the bank.”

Guideline:

• Pair Work: Pair up students and have them take turns asking for and giving directions based on the map. This helps them apply vocabulary in a more natural setting.
• Listening Exercises: Conduct a listening exercise where teachers give directions using the key vocabulary, and students must identify the correct location on their map. This checks their understanding and ensures they can follow spoken instructions.

* Personal modification : Anticipated Problems + Solutions

• Problem: Students may not fully understand what to do, leading to confusion.

Solution: Provide clear step-by-step instructions and demonstrate the activity if necessary. Check for understanding by asking students to repeat the instructions in their own words. Use visuals or examples to clarify expectations.

• Problem: The activity becomes too noisy or chaotic, making it hard to maintain order.

Solution: Establish ground rules for volume and behavior before starting. Use a signal (e.g., clapping, hand-raising) to regain attention when needed. Monitor the activity closely and intervene early if necessary.

• Problem: The activity requires materials or space that may not be readily available.

Solution: Adapt the activity to use minimal resources (e.g., paper and pens) or make it digital. Use the available classroom layout creatively, such as forming small groups in limited space.

• Problem: Students might struggle with the context of the activity if it’s unfamiliar or too complex.

Solution: Choose culturally inclusive topics or themes that all students can relate to. Simplify the language used in the activity to match students' proficiency levels.

• Problem: Equipment or software fails, disrupting the activity.

Solution: Have a backup non-digital activity prepared. Test all tools and devices before the class begins.

Asking for Directions: (Practice) *20 minutes

*Actions

Map-Based Pair Work

Reinforce directional vocabulary through map-based activities. Start by distributing handouts featuring simple maps of fictional towns. These maps include various locations such as supermarkets, libraries, parks, and schools. The students are paired up, and their task is to ask each other for directions to different places on the map.

Instructions:

1. Pair Up: Students are paired to practice the activity. Pair stronger students with those who might need more support to encourage peer learning.
2. Practice Phrases: Before starting, review key phrases with the class:

• “How do I get to the [supermarket]?”
• “Go straight and turn left at the [library].”
• “It’s next to the [park].”

Example Dialogue:

1. Student A: “How do I get to the library?”
2. Student B: “Go straight, then turn right at the supermarket. The library is on your left.”

Guideline:

• Monitor Progress: Walk around the room, listen to each pair and provide feedback. When the teacher notices common errors, pause the activity briefly to address them with the whole class or discuss it after the activity in order not to distract the focus of the students.

Listening Exercise

Develop students’ listening skills by following spoken directions. In this exercise, teachers give verbal directions, and students must follow along by marking locations on their maps or pointing to them.

Instructions:

• Prepare the Class: explain that I’ll be giving directions, and their task is to identify the correct location based on what they hear.
• Conduct the Exercise: Teacher gives a series of directions, starting with simple ones and gradually increasing complexity.

For example:

• “Start at the school. Go straight, then turn right at the park. Where are you now?”

Expected Response:

• Students should correctly identify the destination by pointing to or marking it on their map.

Guideline:

• Adjust for Difficulty: For lower-level students, keep the directions short and simple. For more advanced students, add more steps to the directions, requiring them to process and remember a sequence of instructions.

Role-Playing Scenarios

Simulate real-world interactions to practice asking for and giving directions. Role-playing is a dynamic way to practice asking for directions in a realistic context. In this activity, students take turns being the “tourist” asking for directions and the “local” providing them.

Instructions:

1. Set the Scene: Teacher briefly describes the scenario to the class, such as being in a new city and needing to find a specific place. Teacher might use a dialogue like:

• Tourist: “Excuse me, can you tell me how to get to the museum?”
• Local: “Sure, go straight ahead and take the second left. The museum is just past the bank.”
• Switch Roles: After one student has played the tourist, they switch roles so that everyone gets a chance to practice both asking for and giving directions.

Example Dialogue:

• Tourist: “Can you tell me where the nearest café is?”
• Local: “Yes, it’s just around the corner. Go straight and turn right. It’s next to the library.”

Guideline:

• Encourage Creativity: Teacher encourage students to be creative with their scenarios, perhaps pretending they’re in a famous city or visiting a landmark. This adds an element of fun and helps make the practice more engaging.

* Personal modification : Anticipated Problems + Solutions

• Problem: Some students dominate the activity while others remain passive or disengaged.

Solution: Use pair or small group work to encourage more balanced participation. Assign roles within groups to ensure all students contribute (e.g., speaker, note-taker). Rotate roles give everyone a chance to lead and participate actively.

• Problem: Students may not understand the activity's instructions or objectives, leading to frustration.

Solution: Provide clear and concise instructions with examples or demonstrations. Check for understanding by asking students to explain the instructions back to you. Use visuals, gestures, or translated key terms for clarity.

• Problem: The activity takes longer than expected, leaving insufficient time for feedback or other parts of the lesson.

Solution: Set and communicate a strict time limit for each task. Use a timer or visual cue to keep students aware of the remaining time. Break longer activities into smaller, manageable chunks.

• Problem: The activity generates excessive noise or becomes chaotic.

Solution: Set clear behavior expectations before starting the activity. Use signals (e.g., a raised hand or bell) to regain attention when needed. Monitor the room actively and intervene early to keep the class on task.

• Problem: Students with varying abilities may find the activity too difficult or too easy.

Solution: Differentiate the activity by offering tiered tasks that cater to different skill levels. Pair stronger students with those who need more support, ensuring both benefits. Provide additional challenges or extensions for advanced students.

• Problem: Some students may feel shy or hesitant to engage in practice activities.

Solution: Start with low-pressure tasks to build confidence (e.g., written responses before speaking). Encourage participation through positive reinforcement and constructive feedback. Create a safe and supportive classroom environment where mistakes are seen as part of learning.

• Problem: Students may find the activity boring or irrelevant.

Solution: Relate the activity to real-life scenarios or student interests to increase engagement. Include an element of competition, creativity, or gamification to make it more engaging. Allow students some choice in how they complete the activity (e.g., format, topic).

• Problem: Conflicts or uneven participation in group work can disrupt the activity.

Solution: Assign groups strategically, considering student dynamics. Set group work norms and expectations before starting. Intervene if conflicts arise and mediate issues constructively.

• Problem: Students frequently seek help from the teacher, slowing the activity's flow.

Solution: Encourage peer support by having students consult their group before asking the teacher. Provide clear instructions and reference materials (e.g., handouts, examples). Foster a growth mindset by encouraging students to try before seeking help.

• Problem: The activity requires resources that are unavailable or malfunctioning.

Solution: Have backup materials or alternative versions of the activity that don’t rely on equipment. Test all materials and tools beforehand to ensure they’re ready to use.

• Problem: Students struggle to apply the concept being practiced.

Solution: Scaffold the activity by starting with simpler tasks and gradually increasing complexity. Review key points before the activity and provide a quick recap if students seem stuck. Offer hints or prompts to guide students without directly giving answers.

Asking for Directions: Production (10 minutes)

*Actions

Begin by briefly explaining the context. Tell the students, “Imagine you’re visiting a new city, and you need to find your way around. One of you will be a tourist, and the other will be a local who knows the area well.”

Setting Up the Role-Play

Let the students choose their roles. However, to ensure everyone gets a chance to practice both asking and giving directions, switch roles halfway through the activity.

Using Key Vocabulary and Phrases

Encourage the students to use phrases like:

• “Excuse me, could you tell me how to get to [place]?”
• “How far is [place] from here?”
• “Is it nearing or far?”
• “Go straight, then turn left/right.”
• “It’s on your left/right.”

Always remind the students to answer in complete sentences. For example, instead of just saying, “Left,” Encourage them to say, “You should go straight and then turn left at the next corner.”

Role-Play Scenarios

• Prepare a few scenarios ahead of time to guide the role-play. For instance:
• Scenario 1: A tourist is asking how to get to the nearest museum from a bus station.
• Scenario 2: A tourist wants to find the quickest route to a popular restaurant.
• Scenario 3: A tourist is lost and asks for directions to return to their hotel.
• Scenario Cards: I sometimes use scenario cards, which I distribute to each pair of students. These cards outline the setting and what the tourist needs to find.

Providing Support During the Activity

Monitoring and Assisting: As the students engage in the role-play, the teacher can walk around the room, listening to their conversations. Teachers take note of any recurring mistakes or hesitations and provide gentle corrections or suggestions as needed. If the teacher notice students struggling with specific vocabulary, the teacher might step in and model the correct usage.

Encouragement: Make it a point to praise students for their effort, especially when they successfully use new vocabulary or navigate the conversation confidently.

* Personal modification : Anticipated Problems + Solutions

• Problem: Students may feel nervous or unsure about producing language or completing the task independently.

Solution: Start with low-pressure production tasks, such as pair work, before moving to whole-class presentations. Provide positive reinforcement and highlight effort rather than just accuracy. Create a supportive environment where mistakes are seen as a natural part of learning.

• Problem: Students may lack the necessary vocabulary or skills to complete the task effectively.

Solution: Review key phrases, vocabulary, or skills before the activity. Allow students to use reference materials, such as word banks or templates. Pair or group students so they can support each other in generating ideas.

• Problem: Students may take too long to complete the activity, leaving no time for sharing or feedback.

Solution: Set a clear time limit for each phase of the activity and use a timer to track progress. Break the activity into smaller stages with specific goals for each stage. Monitor student progress and provide time warnings as the activity progresses.

• Problem: Some students dominate the activity, while others contribute little.

Solution: Assign specific roles in group tasks (e.g., writer, presenter, idea generator) to ensure everyone participates. Use pair work or individual tasks for shy students who may feel overwhelmed in larger groups. Monitor groups and intervene if necessary to encourage quieter students to contribute.

Feedback and Reflection

Group Feedback: After the role-play, the teacher brings the class together to discuss how the activity went. Teacher might ask questions like, “What was easy or difficult about asking for directions?” or “Which phrases did you find most useful?”

Individual Reflection: The teacher encourages students to reflect on their own performance. Teachers ask the students to think about what they did well and what they could improve next time.

Extending the Practice

Homework Assignment: To reinforce the lesson, the teacher can assign homework where students draw a simple map and write out directions from one point to another. This helps them practice writing and reinforces the vocabulary and structures we’ve covered in class.

Real-World Practice: The teacher can also encourage students to practice asking for directions in real life, whether it’s asking someone in English on the street or using English in online language learning communities.

* Personal modification : Anticipated Problems + Solutions

• Problem: The activity becomes too loud or chaotic, disrupting the learning environment.

Solution: Establish and communicate behavior expectations before starting the activity. Use signals (e.g., clapping, raising a hand) to regain attention when needed. Position yourself strategically to monitor the room and ensure students stay on task.

• Problem: Students may struggle to come up with creative or original ideas for the task.

Solution: Provide prompts or guiding questions to spark creativity. Use brainstorming sessions before starting the main task to generate ideas collectively. Offer examples or models to clarify expectations without limiting creativity.

• Problem: The activity requires tools or materials that are unavailable or insufficient.

Solution: Adapt the activity to use available resources (e.g., use digital tools if paper is unavailable). Plan the activity in advance to ensure all necessary materials are ready. Encourage students to be resourceful and work with what they have.

• Problem: Students are not adequately prepared for the level of independence required.

Solution: Scaffold the activity by providing structured steps or examples at the start. Review key points and clarify expectations before the activity begins. Allow students to practice the task in a guided way before transitioning to full independence.

• Problem: Students lose focus during a longer or more demanding task.

Solution: Break the activity into shorter segments with clear goals for each phase. Incorporate movement or group work to keep students engaged. Use incentives or gamification elements to sustain interest.

• Problem: Students complete the activity but do not receive meaningful feedback on their work.

Solution: Allocate time for peer or teacher feedback after the activity. Use rubrics or checklists to provide structured feedback. Highlight positive aspects of the students’ work and suggest specific areas for improvement.

• Problem: Conflicts or uneven effort in group settings can hinder productivity.

Solution: Assign groups strategically, balancing personalities and skill levels. Set clear expectations for collaboration and outline consequences for non-participation. Monitor groups and step in to mediate conflicts if necessary.

• Problem: Students may frequently ask for help, undermining the independent nature of the task.

Solution: Encourage peer support by asking students to consult their group members first. Provide reference materials or visual aids to guide students. Remind students that production activities are an opportunity to experiment and learn.

Asking for Directions: Wrap-Up (5 minutes)

*Actions

The wrap-up portion of the lesson on “Asking for Directions” is a crucial moment to consolidate what my students have learned during the class. This section serves as an opportunity for review, reinforcement, and encouragement for continued practice outside the classroom.

Review of Key Vocabulary and Phrases

Begin by revisiting the key vocabulary and phrases introduced earlier in the lesson. Repetition is essential for language acquisition, so take a few minutes to go over words like “left,” “right,” “straight,” “near,” “far,” and phrases like “Can you tell me how to get to…?” or “Go straight and then turn left.”

Example Dialogue:

• Teacher: “What phrase would you use to ask for directions to the library?”
• Student: “Can you tell me how to get to the library?”
• Teacher: “Great! And how would you tell someone to go left?”

Encourage students to actively participate in this review by asking them to provide their own examples. This helps to ensure they are comfortable using the language in real-life situations.

Encourage Application Outside the Classroom

After the review, the teacher emphasizes the importance of practicing outside the classroom. Encourage the students to use the vocabulary and phrases they’ve learned when they are out and about in their daily lives. They can practice with friends, family, or even by themselves when navigating through their neighborhood.

Assessment and Feedback

Finally, teachers must make sure to assess participation and understanding through class activities, discussions, and the role-play exercises. Provide constructive feedback, highlighting what students did well and where they can improve. Always make it a point to acknowledge their efforts, which boosts their confidence.

By wrapping up the lesson with these steps, ensure that the students leave the classroom feeling confident and motivated to practice the language they’ve learned. The wrap-up is not just the end of the lesson but a bridge to continue learning outside of it.

This approach to the wrap-up section not only reinforces the day’s learning objectives but also fosters an environment where students feel encouraged to apply their new skills in real-life contexts, making the lesson both practical and memorable.

* Personal modification : Anticipated Problems + Solutions

• Problem: The lesson runs overtime, leaving little or no time for the wrap-up activity.

Solution: Plan and allocate a specific time block for the wrap-up activity and stick to it. Use quick wrap-up techniques (e.g., "One-minute summary" or "Exit ticket") if time is short. Monitor time throughout the lesson to ensure you don’t run out of time for closure.

• Problem: Students may be tired or disengaged by the end of the lesson.

Solution: Use interactive or reflective methods such as quick quizzes, a fun game, or a group discussion. Relate the activity to real-life applications to maintain relevance and interest. Encourage participation by making the activity lighthearted or competitive.

• Problem: Students struggle to recall or summarize the lesson's main ideas.

Solution: Provide prompts or guiding questions to help students remember the key points. Use visuals, such as a summary slide or chart, to jog their memory. Allow students to collaborate in pairs or groups to consolidate their understanding.

• Problem: Only a few students contribute to the wrap-up discussion or activity.

Solution: Use strategies like "Think-Pair-Share" to ensure everyone has a chance to participate. Call on students randomly to share their reflections or answers. Use written formats (e.g., exit tickets) to collect responses from all students.

• Problem: Students complete the wrap-up activity without putting in much effort.

Solution: Emphasize the importance of the wrap-up activity for their learning. Provide specific instructions and examples of what a thoughtful response looks like. Use open-ended questions or reflective tasks that require more detailed responses.

• Problem: The wrap-up activity feels disorganized or unproductive.

Solution: Plan the activity in advance with clear instructions and a clear purpose. Use a structured format, such as "3-2-1" (3 things learned, 2 questions, 1 takeaway). Provide a checklist or summary framework to guide students.

• Problem: The wrap-up activity does not effectively bridge to the next lesson.

Solution: Incorporate a preview or teaser for the next lesson as part of the wrap-up. Ask students how the day’s topic might apply to future learning. Use reflective questions like, “What do you think we’ll learn about next?”

• Problem: Students become restless or distracted during the wrap-up activity.

Solution: Keep the activity short, focused, and engage to maintain attention. Use a calming technique, such as a quiet moment for reflection, before starting. Actively monitor and redirect off-task behavior.

• Problem: The wrap-up activity does not clearly reveal what students have learned.

Solution: Use specific questions or tasks that target the lesson objectives (e.g., “Summarize today’s main idea in one sentence”). Collect individual responses (e.g., written reflections or quizzes) to gauge understanding. Use activities like a concept map or quick group presentation to highlight key learning points.

• Problem: Students see the wrap-up activity as a filler rather than an integral part of the lesson.

Solution: Explain the purpose of the wrap-up activity and how it reinforces their learning. Connect the wrap-up to the day’s objectives and discuss how it ties into the overall lesson. Celebrate their effort and participation to reinforce its importance.

Notes & Suggestions (lessons learned from teaching this lesson or things to watch out for)

Asking for Directions: Homework Assignment

The homework that the teacher assign after a lesson on “Asking for Directions” is designed to reinforce the concepts learned in class and encourage students to practice using the language in real-life scenarios.

Asking for Directions: Assessment Guidelines

Assessing students after a lesson on “Asking for Directions” is crucial to ensure they have not only understood the material but are also capable of applying it in real-life scenarios.

Using SDE teaching materials: Yes / No

This lesson plan follows the SDE framework:

• Structured Phase introduces foundational concepts and definitions.
• Developmental Phase supports students through guided practice.
• Experiential Phase allows for independent application and reflection on learning.