Buses and Asking Directions
Original English Drills activities. Listening uses a teacher-read script. Print the student lesson on two A4 landscape sides; choose short-edge duplex printing.
1. Warmer
Look at the illustration. What can you see? Where are the people?
Tell a partner two things you already know about this situation.
Goal: Can / Imperatives — use English in an everyday situation.
2. Vocabulary
Match the words to their meanings.
1. bus stop · 2. route · 3. get off · 4. turn left · 5. opposite
A. leave a bus or train
B. across from
C. the way a bus travels
D. a place where buses collect passengers
E. go towards the left
1 ___ 2 ___ 3 ___ 4 ___ 5 ___
3. Reading
Leila wants to visit the city library. She is new to the city, so she asks a person at the bus stop for help. The person says, “Take the number twelve bus. Get off at Park Street.” Leila checks the route on the bus sign. When the bus arrives, she asks the driver, “Does this bus go to Park Street?” The driver says yes. At Park Street, Leila gets off and turns left. She walks past a café. The library is next to the café, opposite a park.
4. Comprehension
Answer using the reading.
- Where does Leila want to go?
- Which bus does she take?
- Where does she get off?
- What is the library next to?
5. Grammar focus
Ask for help: Can you help me, please? Can you tell me the way to the library?
Directions use the base verb: Take the bus. Get off here. Turn left. Walk past the café.
Next to means beside. Opposite means across from.
6. Guided practice
Complete or choose the correct word.
- ___ you help me, please? (Can / Are)
- ___ left at the corner. (Turn / Turns)
- ___ the number twelve bus. (Take / Takes)
- Get ___ at Park Street. (off / on)
- The library is next ___ the café. (to / at)
- The park is ___ the library. (opposite / between)
Buses and Asking Directions — continued
7. Listening
Your teacher will read a short script twice. Complete the notes.
- Bus number: ___
- Stop: ___ Road
- Turn left or right? ___
- Walk past the: ___
- Museum opening time: ___
8. Speaking
Student A asks how to reach the library. Student B uses the reading to give directions. Swap roles and use the listening route to the museum. Then give simple directions to a familiar place.
9. Fun practice
Grammar detective: Correct one mistake in each sentence.
- Turns left at the corner.
- Can you helps me?
- Get of at Park Street.
- The café is next the library.
10. Writing and reflection
Write four directions from a bus stop to a place you know or invent. Add two polite lines: a question asking for help and a thank-you.
Exit check: ___ left. The library is next ___ the café.
□ I can use today’s language. □ I can take part in this situation.
Buses and Asking Directions — Teacher Answers
A1 · Can / Imperatives · 50–60 minutes
1. Warmer
Accept relevant descriptions. Elicit useful words before reading. The AI illustration is a discussion prompt; it need not show every detail in the text.
2. Vocabulary
1–D; 2–C; 3–A; 4–E; 5–B.
3–4. Reading and comprehension
The city library; number twelve; Park Street; the café.
5–6. Grammar and practice
Can; Turn; Take; off; to; opposite.
7. Teacher-read listening script
Read twice clearly, with a short pause between readings. Ask learners to compare answers before checking.
To get to the museum, take the number eight bus. Get off at River Road. Turn right when you leave the bus. Walk past the supermarket. The museum is next to the supermarket. It opens at ten in the morning.
Answers: 8; River; right; supermarket; 10 am.
8. Speaking
Answers vary. Model one exchange, then let pairs practise and swap roles. Monitor clarity and the target language.
9. Grammar detective
Turn left at the corner. Can you help me? Get off at Park Street. The café is next to the library.
10. Writing and reflection
Check base verbs and clear order. Routes are fictional, not Christchurch travel instructions. Exit check: Turn; to.
Suggested timing and support
Warmer and vocabulary: 8 minutes; reading and comprehension: 10; grammar and practice: 12; listening: 7; speaking and game: 10; writing: 8. For support, give a sentence starter. For extension, add a follow-up question or extra detail.