1. Download the files of the activities suggested in the MED and make copies for students.

2. Tell students they are going to learn new things about giving directions so they are going to work with two other maps.

3. This is a pair-work activity where students have to ask where the people listed on their worksheets live.

4. Distribute the worksheet and draw students’ attention towards the expressions to be used and help as necessary.

5. Model the activity using a name from any of the two pages, for example, “Where does Joe live?” and ask the class to use the expressions and give you directions.

6. Have some volunteers share with the class their questions and information and in case they were confused about some of the prepositions, clarify doubts.

7. Tell students that when giving directions and as part of a cultural process as well, in some countries giving directions include some reference to the cardinal points.

8. Distribute the worksheet and review the cardinal points with students as they answer the first part of the exercise.

9.  Draw their attention towards the star and ask them to label first NORTH, SOUTH, EAST , WEST, then in pairs, ask them to label the rest of it with NE (north east) SW (southwest) etc.

10. Check answers with the class and continue with the last part of the worksheet: the opposite directions.

11. Invite pairs of students to share their answers with the class.

12. For homework, ask students to use a map from their textbook or project one of the ones in the different MEDs in the unit to practice where some places are by using the cardinal points.

1. Download the files suggested in the MED and make copies for students.

2. Tell students they are going to work with cardinal points and practice giving more accurate directions.

3. Discuss with students how common it is in Mexico to use the cardinal points to give directions and why/why not.

4.  Explain to students that intermediate directions are halfway between the four cardinal points (N,S,E,W) and are also part of the vocabulary need to give directions when looking for a place.

5. Distribute the worksheet and do the first part of the activity with students and make sure they identify (NW, SW, NE, SE).

6. Ask students to look at “Acorn Park” and read the different places in that area. Then, ask them to complete the sentences using the corresponding intermediate directions.

7. Invite students to check their answers with other classmates by reading their answers to each other and helping the ones who got some wrong answers.

8. Ask some questions about the map, i.e.,  “Where’s the soccer field?, Where’s the picnic area?, etc.”

8. Distribute the second worksheet and set a time limit. At this point, students have worked with the cardinal points with different activities using MEDs so it won’t be that difficult for them.

9. When time is up ask students to read their sentences aloud and have the same students correct their classmates.

10. Ask students to say if they live North or South the school, then, think of a mall and say, by using cardinal points, where that is.

1. Have the beam projector ready to show the videos suggested in the MED section.

2. Tell students it is very important to practice asking and giving directions in order to practice their English in a more functional way so the different maps, the different locations, and the practice will make them more fluent.

3. Tell students they are going to review prepositions of place with this video.

4. Play the first part of the video, what a preposition is, some prepositions with examples, and make pauses to clarify any doubts.

5. The second part of the video is then, a review of ‘giving directions’. Show the characters and the speech bubble asking “ Excuse me, how can I go to the bank?” Then, ask students to read the map and share their answers with the class.65. Play the video and read-aloud for students the directions the woman is giving.

6. Ask students to give directions for the second place,  “Excuse me, how can I go to the mall?”, show the map, and wait for students to write down the directions. Encourage students to use verbs and prepositions accurately.

7. Do not show the rest of the video, ask students to check their answers with other classmates, and discuss the different expressions they used to get to the same place.

8.  Ask students to give directions to Bob about the two places he is looking for. Play the video and pause it at, “How do I get to the post office?”. Then, ask students to write directions and compare their answers with other classmates so they can see there are different ways to get there.

9. Play the video and compare it now with it. Is it the same or different?

10. Continue with the next example, “How can I get to the park?” and repeat the procedure as above.

11. Review ‘imperatives’ with the video and ask students to write down the examples.

12. Ask students to complete the questions and directions with the missing information in pairs.

13. For homework, ask students to write some directions using more imperatives and different prepositions.