Lesson Plan

Danielle Carre’
Follow the Directions

Directions: Giving and Receiving Directions Using a Local Map.

 1. Description of Student Population and Rationale:

This lesson plan is designed for the beginning ESL student SPL 1-2.

Students need to be able to communicate with the general population about the location of the local stores, government buildings, schools and libraries. This lesson plan is designed to give students the basic vocabulary to describe locations and practice using a local map to find the location of various buildings in our community.

 2. Instructional Goal:

Students will know how to read a local map, give and receive directions.

 3. Objectives:

Students will read directions and find the locations on a local map.

Students will, given directions orally from location A to location B, name the final destination on a map.

Students will be given a final destination on a map and be asked to describe orally how to reach this destination from a given starting point.

Students will write a set of directions for a classmate to locate on a map.

 4. Materials and readings:

1. Handout- page 4

2. Access to computer.  http://www.mapquest.com to create enlarged local map and for students to type in “from location A and to location B addresses.

3. Simple grid maps can be easily made or found in many competency based books

4. Performance Rubric. Page 5

 5. Academic Skills:

Reading: Students will be given vocabulary words to describe location, and movement. They will learn some of the common legends on a map. Students will need to read street names on a map.

Speaking: Students will need to be able to describe how to get from point A to point B using the vocabulary given.

Listening: Students will be given directions on how to get from point A to point B and they will then provide the name of the final destination.

Writing: Students will write down directions for another student to follow.

Technology: Students will use the computer and Map Quest to find various locations.

 6. Procedure: Time Estimate 2 - 2.5-hour classes

1.     Introduce lesson. How did you find the school or City market when you first moved to this area? Do you ever have to ask for directions in English? Review the lesson plan.

2.    Show students enlarged map of the town and show them where they are now. You are now here (marked the map)

3.    Give students vocabulary handout.

4.    Go over each vocabulary words and demonstrate with movement and/or show on the map.

5.    Students join in on the vocabulary. Show with movements, i.e. turn left, turn right, and walk straight. Who is next to you? Who is across from you? etc.

6.    Practice directions with a scavenger hunt. Place an object in a hidden location in the room, and give students directions (use as many vocabulary words as possible) from a starting point. Have students work in groups of three. First group to find object gets a prize.

7.    Using large map work practice as a class going from locations A to B while reviewing vocabulary.

8.    Group students and ask each group to find the final locations on the large map from directions that are given orally.  Next, have students log on to http://www.mapquest.com type in an address from: location A and to: Location B address for your local area and follow the directions on the large map.

9.    Introduce How to ask for directions. “Excuse me, can you tell me how to get to…? How do you get to…? Do you know where…is? Practice dialog with role-playing.

10. Using an Information gap activity with a simple map. Pair students and give one student map A and another map B. Student A needs to find all locations student B’s map and student B all locations that student A has. They both have starting points and need to correctly ask each other for directions to these locations.  Each student will then write directions for the other students to follow on the same map.

 Learning Styles: Movement, reading/writing, listening/speaking.

 7. Assessment Activities:

1. Information gap activity will be assessed using a performance rubric.

2. Students will be given directions for a number of locations and they will have to find the final location on a map.

 8. Alternative Plan:

For students who need more practice:

1. Movement and basic directions. Play pin the tail on the donkey. Have students give blindfolded student directions.

Have students write down names of locations they frequent. Pair advanced students with less advanced and have them describe over how they travel to each of these places from their homes. Work with students to develop directions from their home to different locations they frequent. 

 9. Bloom’s Taxonomy:

Comprehension: students demonstrate vocabulary words with movement and following directions.

Application: Students use vocabulary words and questions in the following activities: Scavenger hunt, Map Quest, Information gap.

Synthesis: Student will write directions for another student to follow on a map.

Vocabulary Handout:

Across from                       









Drive through


 Go straight



Next to                              














Turn left

Turn right





Assessment Rubric

1.     Needs improvement

2.    Adequately conveys Information

3.    Very concisely conveys information

(ask questions correctly and uses proper intonation

gives clear directions)






Asks for directions using correct word choice and intonation





Correctly request additional information if needed





Able to follow directions and find final destination





Gives clear directions.










Performance Rubric Template from:

Parrish, B. 2004. Teaching Adult ESL: A Practical Introduction. McGraw-Hill, New York, N.Y. p.265

© Four Corners Professional Development Resource Center, 2000
CDE Adult Education and Family Literacy, Center for At-Risk Education (CARE)