LESSON 12 WOULD YOU LIKE TO GO TO SCOTTO’S

Teaching Materials: The Use of "Asking for Directions and Giving Directions"

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Objective: To help students understand and practice asking for and giving directions in English, using appropriate phrases and vocabulary.

1. Introduction to Asking and Giving Directions

• Definition: Asking for directions is when you request information about how to get to a particular place. Giving directions involves telling someone how to reach a specific location.
• Usage: This skill is commonly used when traveling, navigating a new city, or helping others find their way.

2. Vocabulary for Directions

Vocabulary	Meaning
Go straight	Continue in the same direction without turning.
Turn left	Make a left-hand turn.
Turn right	Make a right-hand turn.
Go past	Continue moving beyond a certain point.
Go along	Move in the same direction as the street or path.
Cross	Move from one side of the road or area to the other.
Next to	Beside or close to something.
Opposite	Directly across from something.
Behind	At the back of something.
In front of	Directly ahead of something.
Between	In the space separating two things.
On the corner	Where two streets meet.
At the end of	The final part of the street or road.
Near	Close to a particular place.
Far from	A significant distance from a place.

3. Phrases for Asking for Directions

Phrase	Usage
Excuse me, can you tell me how to get to...?	To ask someone for directions politely.
Could you please show me the way to...?	Another polite way to request directions.
How do I get to...?	Direct way to ask for directions.
Where is the nearest...?	To find the closest location (e.g., bank, restroom).
Is this the right way to...?	To confirm if you are going the correct direction.
Can you point me towards...?	To ask for a general direction.

4. Phrases for Giving Directions

Phrase	Usage
Go straight ahead	To continue moving forward.
Turn left/right at...	To indicate where to make a turn.
It’s on your left/right	To tell someone which side to look.
Go past the...	To instruct someone to pass by a landmark.
You will see a... on your left/right	To identify landmarks as reference points.
Take the first/second street on the left/right	To specify which street to turn onto.
Cross the street	To tell someone to go across the road.
It’s next to/in front of/opposite/behind...	To give the location relative to another place.
At the corner of... and...	To provide the intersection where something is located.
Follow this road	To tell someone to continue along the current road.

5. Table Form of Asking and Giving Directions

Context	Asking for Directions	Giving Directions
General	Can you tell me how to get to the park?	Go straight ahead and turn right at the next intersection.
Confirming Route	Is this the right way to the museum?	Yes, continue straight, and the museum will be on your left.
Nearest Place	Where is the nearest bus stop?	The nearest bus stop is around the corner, next to the pharmacy.
Detailed	How do I get to the train station from here?	Go straight, turn left at the traffic lights, and it’s next to the shopping mall.
Pointing to a Landmark	Where is the library?	It’s opposite the post office. You can’t miss it.

6. Practice Activities

Activity 1: Role-Playing Scenarios

• Instructions: Pair students up and provide each pair with different scenarios. One student will ask for directions, and the other will give directions.
• Scenario Examples:
• A tourist asking how to get to a famous landmark.
• Someone looking for the nearest coffee shop.
• A visitor needing directions to the train station.

Activity 2: Map Reading and Directions

• Instructions: Provide students with a simple map of a town or neighborhood. Have one student ask for directions to a specific location on the map, and the other student must give directions based on the map.
• Task: "You are at the library. How do you get to the cinema?"

Activity 3: Direction Matching Exercise

• Instructions: Prepare flashcards with direction phrases (e.g., “turn left,” “go straight”) and corresponding action images. Ask students to match the phrases with the correct images.

Activity 4: Giving Directions in Pairs

• Instructions: Use the classroom setup. One student asks for directions to a location (e.g., the teacher’s desk, door), and another student gives directions using the phrases learned.
• Task: "How do I get to the teacher’s desk from the window?"

Activity 5: Listening Practice

• Instructions: Play audio recordings of people giving directions. Have students listen and then draw the route on a simple map based on what they hear.

7. Assessment and Feedback

• Oral Test: Ask students to perform a short role-play in front of the class, asking for and giving directions to each other.
• Worksheet: Create a worksheet where students fill in blanks using appropriate direction phrases or complete a map with given directions.
• Quiz: A short quiz asking students to match directions phrases with their meanings or appropriate situations.

8. Tips for Teaching Directions

• Use Visual Aids: Maps, diagrams, and flashcards help visualize directions.
• Practice Real-Life Scenarios: Encourage students to use their school or local neighborhood as the setting for direction activities.
• Encourage Repetition: Have students practice direction phrases regularly to build confidence.
• Interactive Activities: Incorporate games like “Simon Says” using direction commands to make learning fun.

9. Summary

Learning to ask for and give directions is an essential communication skill, especially for travelers and those in new environments. Using structured activities, role-playing, and visual aids, students can become more comfortable and proficient in navigating and helping others navigate various locations. By consistently practicing these skills, students will build confidence and accuracy in real-life situations.

LESSON 10 SAY, WOULD YOU LIKE TO HAVE DINNER WITH ME TONIGHT?

 Teaching Materials: The Use of "Would" in Positive, Negative, and Question Forms

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Objective:

To help students understand how to use "would" in positive, negative, and question forms. Students will learn how to form sentences using "would" for expressing hypothetical situations, polite requests, preferences, and future in the past.

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1. Introduction to "Would"

• Definition: "Would" is a modal verb often used to express:
• Hypothetical situations (imaginary or unlikely situations)
• Polite requests or offers
• Preferences
• Future in the past (talking about a future event from a past perspective)
• Basic Structure:
• Subject + would + base form of the verb

2. Using "Would" in Different Contexts

1. Hypothetical Situations:
• Example: "I would travel the world if I had enough money."
• Here, "would" is used to describe what someone might do if the situation were different.
2. Polite Requests or Offers:
• Example: "Would you help me with my homework?"
• Using "would" makes the request more polite.
3. Expressing Preferences:
• Example: "I would rather stay at home than go out."
• "Would" expresses what someone prefers.
4. Future in the Past:
• Example: "He said he would call me later."
• "Would" is used to talk about the future from a past viewpoint.

3. Forms of "Would"

Positive Form:

• Structure: Subject + would + base verb
• Examples:
• "She would like to visit Paris."
• "They would go to the beach every summer."

Negative Form:

• Structure: Subject + would not (wouldn't) + base verb
• Examples:
• "I would not (wouldn't) eat that."
• "He would not (wouldn't) agree with this plan."

Question Form:

• Structure: Would + subject + base verb?
• Examples:
• "Would you like some tea?"
• "Would they come if we invited them?"

4. Table Form for Easy Reference

Form	Structure	Example Sentence
Positive	Subject + would + base verb	"She would love to see the show."
Negative	Subject + would not (wouldn't) + base verb	"I wouldn't want to miss the movie."
Question	Would + subject + base verb?	"Would you join us for dinner?"

5. Detailed Examples of "Would" Usage

1. Hypothetical Situations:
• Positive: "I would buy a new car if I won the lottery."
• Negative: "I wouldn't move to the city if I didn't have a job there."
• Question: "Would you move to another country if you got a better job?"
2. Polite Requests/Offers:
• Positive: "I would like a cup of coffee, please."
• Negative: "I wouldn't ask if it weren't important."
• Question: "Would you mind helping me with this project?"
3. Expressing Preferences:
• Positive: "I would prefer to have dinner at home."
• Negative: "I wouldn't choose the spicy dish."
• Question: "Would you rather stay here or go out?"
4. Future in the Past:
• Positive: "He promised he would be back by noon."
• Negative: "They said they wouldn't be late."
• Question: "Did she say she would come to the party?"

6. Practice Activities

Activity 1: Fill in the Blanks

• Fill in the blanks with the correct form of "would" (positive, negative, question).
1. If I were you, I _______ (accept) the job offer.
2. _______ you _______ (help) me with these bags?
3. We _______ not (go) out if it’s raining.

Answers:

1. would accept
2. Would, help
3. would not (wouldn't) go

Activity 2: Sentence Transformation

• Rewrite the sentences using "would" in a different form.
1. "He likes to travel." → "He _______ like to travel."
2. "She will not do it." → "She _______ not do it."
3. "Can you come with us?" → "_______ you come with us?"

Answers:

1. would
2. would not (wouldn't)
3. Would

Activity 3: Making Polite Requests

• Create polite requests using "would."
• Example: (You/help/me?) → "Would you help me?"

2.                  (They/come/party?)

3.                  (You/like/coffee?)

4.                  (He/wait/for us?)

Answers:

1. Would they come to the party?
2. Would you like some coffee?
3. Would he wait for us?

7. Tips for Teaching the Use of "Would"

1. Use Real-Life Scenarios: Use scenarios like making requests at a restaurant or discussing future dreams to make examples relatable.
2. Role-Playing: Have students practice making polite requests or expressing preferences using role-playing activities.
3. Visual Aids: Create charts or tables that show different sentence structures using "would" for quick reference.
4. Repetition and Practice: Regularly practice forming positive, negative, and question sentences with "would" to reinforce learning.
5. Encourage Creativity: Let students create their own sentences using "would" to express hypothetical situations, preferences, or requests.

8. Summary

The use of "would" is versatile, ranging from polite requests to expressing hypothetical situations or preferences. By understanding its positive, negative, and question forms, students can effectively communicate in a variety of contexts. Regular practice and exposure to real-life examples will help students become confident in using "would" in their everyday conversations.