SIOP® LESSON PLAN
DATE: CLASS: Low-Intermediate, Adult ESL
Locations and directions
By the end of today’s lesson students will understand about questions related to giving and
receiving directions related to location.
By the end of today’s lesson students will be able to ask for directions using several target
question words and phrases.
How, Where, Can, What, Left, Right, Cross, Straight, Corner, Block, Across from, Next to, How
can I get to…? Where is…? Can you tell me…? What is the best way to get to…?
vocabulary matching worksheet, recasts and responses handout, downtown Fort Collins maps,
Scaffolding and modeling
Group work, Partners
Class will begin with an open whole-class discussion about getting lost. The teacher will prompt
students with questions such as, “Have you ever gotten lost?” “Where did you get lost?” “What
did you do when you got lost?”
This introduction to the lesson will provide students with examples of correctly formatted
questions, as modeled by the teacher. This introduction also acts to get the students talking and
comfortable with the context of the lesson, as the rest of the lesson will be reliant upon the
students talking with each other.
The teacher will now present the lesson’s objectives and review previously learned vocabulary
with a matching worksheet. Students will be asked to complete the worksheets individually,
after which time they can double check their answers with a partner. The reviewed vocabulary
will be used throughout the rest of the lesson so it is crucial that students have a good
understanding of the vocabulary. Therefore, if the students cannot agree on an answer, they may
ask the teacher.
Once the students are comfortable with the vocabulary of the lesson, the teacher will introduce
the concept of recasting and responding to recasts. The teacher will hand out an overview sheet
on the subject and will go over it with the class as a whole. For each type of recast, the teacher
will ask a random student a simple question such as “What is your name?” or “What day is it
today?” and will then provide an example of the type of recast being addressed. This should
provide the students with an awareness of what is expected of them without going into complex
When the teacher feels that the students understand the various forms of recasts and responses to
recasts, the teacher will break the students up into partners. The partners will be different from
the ones used for the vocabulary worksheet. If there is an odd number of students, groups of
three will also work well for the activity. Once groups/partners have been determined, the
teacher will hand out scenario cards and maps of downtown Fort Collins (or whatever town the
lesson is taking place in).
Based on the scenario cards, students will have to participate in a back-and-forth question and
answer negotiation in order to arrive at the correct locational directions. Students will be heavily
encouraged to use as many forms of recasts and responses to recasts as possible. Students will
take turns being the lost person and the map reader.
In review of the lesson, students will regroup into a whole-class format and will, with the
facilitation of the teacher, generate a list of how to best ask for directions, based on their
experiences in their small groups. The teacher will write the generated list on the board for all of
the students to see. Class will conclude with a final discussion of recasts and responses to
recasts, including such topics as whether or not they are helpful, confusing, etc. Answers will be
completely left up to the opinions and experiences of the students.
Directions: Match the following pictures to the vocabulary words by writing the appropriate
letter on the line provided. When you are done, you should check your answers with a
classmate. If you cannot agree on an answer, raise your hand and the teacher will help you.
a) _____ : left
_____ : right
_____ : block
_____ : corner
_____ : straight
_____ : across from
_____ : cross
_____ : next to
Recasts and Responses
Here is a list of possible responses to recasts. Recasts are often used for clarification or for
confirming an idea. Responses to recasts are often used to confirm or deny the recast. By using
recasts and responding to recasts, you will be able to more effectively remember new words and
phrases and get your meaning across or understand what someone else is trying to say more
Ways to recast:
1. Reformulate: say correctly what the other person said incorrectly
2. Expand: repeat what the other person said, adding more information
3. Repeat: repeat what the other person said
4. Modify: repeat what the other person said with some changes
Ways to respond to recasts:
1. Continue: continue with what you were saying with or without acknowledging the recast
2. Repeat: repeat at least part of the recast
3. Modify: repeat with some changes either the recast or what was originally said
Sample Scenario Cards
You are in the Aggie Theatre. You want to get You had to park your car at the corner or
to Ben and Jerry’s, but you don’t know where Mountain and College. You are trying to get
it is. to First National Bank and you don’t know
how to get there.
You are trying to meet your friends at Lyric You are completely lost. You don’t know
Cinema and don’t know where it is. You are at where you are, but you know that you need to
Beau Jo’s. get to CSU.
You are at the Fort Collins Library. You are You are at CSU. You just finished a big exam
really hungry and don’t know where to go to and want to celebrate at New Belgium with
get food. your classmates. The problem is you don’t
know how to get there.
You went to Suhiro with your friends, but now
realize that you aren’t in the mood for Japanese You need to pick up a prescription at Rite Aid,
food. You want to find the nearest Mexican but don’t know how to get there. You are at
restaurant, but don’t know where to go. Poudre Valley Hospital.