Asking for Directions

Objective & content

By the end, A1 students can ask for and follow simple directions to a place in town. This resource is a pair speaking activity: two self-contained cut-out role cards — someone new in town (Card A) and a local (Card B) — each carrying only the phrases that role needs, plus [S]/[A] variants. Prints 5 sets per A4 page.

Pedagogical guide

Roleplay cards work because each student only sees their own role: nobody can read ahead, so the exchange stays a real information gap. This card set follows asking-for-directions functional language (imperatives for giving directions, prepositions of place) and pairs naturally with a directions or town-vocabulary lesson. Use it as freer practice once students can recognise basic place names and simple imperative forms (go straight on, turn left).

Suggested procedure

1. (2 min) Distribute one Card A and one Card B per pair; model one exchange with a confident student.
2. (1 min) Set the goal: Card A finds the station and the park; swap and repeat afterwards.
3. (8–10 min) Pairs run the exchange, then swap roles and repeat with the roles reversed.
4. (2 min) Quick whole-class check: did students ask, listen, and follow directions correctly?

Adaptations

• [S] Give Card A a small map with the answers already marked; ask for one place only; no timer.
• [A] Cover the "You can say" lines and improvise; use the Card B complication (the station is closed — redirect to the bus stop); bonus: add a third place (the school).

Materials & prerequisites

Print the cards sheet (A4, 5 sets per sheet) and cut into cards; one set per pair. Assumes basic recognition of imperatives and common town-place vocabulary.

Curriculum alignment

Maps to Cycle 3 "child and close environment" (FR 6e) — describing one's surroundings and giving simple directions in a familiar setting.