How to Teach Directions and Town Places to ESL Students in Grades 3–6
How to Teach Directions and Town Places to ESL Students in Grades 3–6
Asking the way is one of the first real conversations newcomers need, and it combines vocabulary, location words, sequence and polite questions. This unit teaches all of it on one small model map of six places. It has a 31-page student book and a 14-page teacher guide for around 8–12 lessons, ending with a model town project tested with a partner.
See the unit →Resources that fit
Units and bundles for this topic
Start with the town unit itself. The Language & EAL Bundle adds the parts of speech and simple present units, and the related units below suit the same learners.
In the Town: Places & Directions | Location Words, Asking the Way, Giving Routes & Opening Hours | ESL / EAL Unit A1–A2 | Grades 3–6
Language & EAL Bundle | 3 Complete Units: Parts of Speech, Simple Present & In the Town | Grades 3–6
Simple Present: My Everyday Life | Routines, he/she/it Verb Endings, do/does Questions & Negatives, How Often | Grammar Unit | Grades 5–6
Parts of Speech: Nouns, Verbs & Adjectives | Word Classes in Sentences, Tricky Cases & Revising Texts | Grammar Unit | Grades 3–4
Time & Calendar | Days of the Week, Months, Dates & Appointments | ESL / ELL Unit | Grades 2–5
Complete Learning Books Bundle | 10 Units: Grammar, Math, Science, History, ESL, Art & Music | Grades 3–6
The teaching problem
Directions fall apart when students don't share a viewpoint.
Town words look easy on a word list, but learners often know the noun without knowing what to do with it. The first module ties every place to an activity: you borrow books at the library, buy bread at the bakery and wait for the bus at the bus stop. Students match places to activities, write three sentences in the frame "In the ... I can ... ." and make five word cards with an article and their own example sentence. The learning text also covers "the" for a specific place, "a" for an unspecified one, and singular and plural forms such as park and parks.
Left and right cause most of the trouble. Two students look at the same map from different sides and both are right, which makes it hard to check answers. The book fixes this with one simple map viewed from the bottom: Library, Park and School on top, Bakery, Square and Bus stop below. Students find what is to the right of the park, what is opposite the library and describe the bus stop with two location phrases. The teacher guide asks you to practice left and right from a shared viewpoint before starting.
Real conversations rarely go perfectly, and beginners often freeze when they don't understand. Module 3 makes clarification a skill to practice: students write questions like "Please say that again slowly" and "Do you mean left?" and act out a dialogue with a deliberately unclear detail. Later modules add sequence words, a 3 × 3 route grid and an invented opening-hours sign. In the last module a partner follows the student's description, and if they reach the wrong place, the student improves one unclear point. The book says plainly that this tests the description and is not a personal failure.
A sequence that works
A six-module sequence for In the Town
The six modules follow the order in the teacher guide, from single words to a complete town description.
- Naming PlacesStudents match school, library, bakery, park and bus stop to activities and write "In the ... I can ... ." sentences. They add articles in the extra practice and create five word cards with their own example sentences.
- Where Is It?Using the map viewed from the bottom, students answer where places are with left, right, next to and opposite. They move two places, describe the new map and ask a partner to draw it from the description.
- Asking Politely for DirectionsStudents complete a dialogue that begins "Excuse me, where is the library?" and write two clarification questions. They act out a dialogue with an unclear detail and write a friendly reply for when they do not know the way.
- Explaining a RouteOn a 3 × 3 grid from bottom left to top right, students describe a route of four sections and draw it with arrows. They compare it with another route of equal length and invent a detour, explaining why it is longer.
- Opening Hours and AppointmentsStudents read an invented library sign (Tuesday to Friday 10 a.m. to 6 p.m., Saturday 10 a.m. to 1 p.m.) and decide whether they can go in on Tuesday at 4 p.m. They plan a visit and write a dialogue about when two people are both available.
- Introducing Our TownStudents draw a map with six labeled places and write five sentences about places and a route. A partner tests the description, and students document one improvement before creating a town tour together.
Where it goes wrong
Misconceptions to plan for
These five errors are common with beginners, and the book addresses each one directly.
Left is always left, no matter where you stand. Left and right depend on the viewpoint, so speakers need a shared orientation. The book's map is always viewed from the bottom.
"Over there" is enough to tell someone the way. A direction without a reference point can mislead. Good directions name a recognizable point, such as "Turn left at the junction," and the listener can ask "Which street do you mean?"
If I don't understand, I should just nod. Asking is allowed and expected. Students practice "Please say that again slowly" and checking back: "So, straight ahead first, then left?"
The library is open from 10 to 6, so I can go any day. Students check the weekday and the time together. The library sign in the book is closed on Sunday and Monday and closes at 1 p.m. on Saturday.
My partner went to the wrong place, so I failed. The partner test checks the description, not the person. If a partner reaches a different place, students improve one unclear point and write down the change.
What's in the download
Inside the files
One digital download with the student book and the teacher guide, ready to print.
- 31-page student book (A4 PDF, prints on US Letter with fit-to-page)
- Six modules built around one model town map and a 3 × 3 route grid
- Dialogue frames, word-card tasks and opening-hours signs
- Two-page model town project and two-page learning check
- Glossary and reflection page
- 14-page teacher guide with answers, differentiation, preparation notes and 0–4 criteria
Good to know
Frequently asked questions
Which standards or frameworks does this unit relate to?
The unit is written for A1–A2 learners and sits closest to ESL / ELL speaking, listening and vocabulary goals for grades 3–6. It roughly maps to EAL support in England and in Australian schools. TeachLessons is not affiliated with WIDA, the Council of Europe or any curriculum authority, and the unit is not endorsed or approved by them or by any state.
What do I need to prepare, and what should students already know?
The teacher guide lists a model town map, place cards and dialogue roles, plus A4 printouts, pencils and optional A3 paper. Practice left and right from a shared viewpoint first. Students need very little prior English; the "Your learning journey" page collects what they already know, and they can point to the map when words are missing.
How does the unit support different levels in one group?
The teacher guide describes three paths. Support means reading the text together, highlighting key words and discussing Task 1 orally before students write or draw. On the core path students work independently and check one answer with a partner. Extension uses the further-thinking tasks, such as inventing a detour or moving places on the map, for a second method or a boundary case.
How long does it take, and can I use single modules?
Allow around 8–12 lessons for all six modules, the project and the learning check. The model town project may take longer. Each four-page module can be used on its own, so a pull-out teacher could use only the directions and dialogue modules, for example, with a small newcomer group. The learning check can then be used diagnostically.
Is it safe to practice directions outside on real streets?
The book works on a model map and grid. The route module notes that on real streets students should follow traffic rules and have adult supervision where needed. The opening hours in the book are invented, and students are reminded to check current real opening hours before visiting a place.
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