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Dialogue
Stranger Stranger

Asking for Directions

📂 Travel 🎭 Getting Around ⏱ 20–55 min
About this text
🎯 Learning objectives
  • Students can stop a stranger politely and ask for help.
  • Students can ask 'where is…?' and understand simple answers.
  • Students can use basic direction words: left, right, straight, near, far.
  • Students can follow simple spoken directions.
  • Students can give directions using landmarks (shop, bank, station).
  • Students can ask someone to repeat or explain something again.
  • Students can thank someone and end the conversation politely.
💡 Ideas for using this in a lesson
  • Students read the dialogue in pairs, then swap roles.
  • Students underline useful phrases and sort them: asking / answering / thanking.
  • Draw a simple town map on the board. Students ask each other for directions to different places.
  • Change 'train station' to another place (bank, hospital, supermarket). Read the dialogue again.
  • One student gives directions with eyes closed. The other follows by walking around the room.
  • Compare the A1 and C2 versions. Talk about how the tone changes with strangers.
  • Students draw a map of their neighbourhood and give a partner directions from one place to another.
  • Ask students about a time they got lost. When? Where? How did they find their way?
  • Use the vocabulary for a dictation. Then students write their own sentences.
  • 'Blind map': one student describes a route. The other draws it. Then compare.
🏷️ Context
Low ResourcePairworkRole PlayWorks AnywhereUseful PhrasesEasy To Adapt
📦 Materials needed
None (a Simple Map Is Helpful But Not Needed)
⚠️ Keep the map simple. Use real places only if students know them. Remind students that directions are different in every city — the practice is about the language, not about a real place.
⏱ Duration by level
A1
20 min
A2
25 min
B1
35 min
B2
45 min
C1
50 min
C2
55 min
🎚️ Differentiation tip
For A1 and A2 students, focus on basic direction words and short questions ('Where is the station?'). Use gestures (left hand, right hand, straight ahead). For B1 and B2 students, practise polite phrases ('Excuse me, could you…?') and asking for clarification ('Sorry, did you say left or right?'). For C1 and C2 students, look at how strangers soften their language to be helpful and not rude. If a level is too hard, use an easier dialogue but keep the questions.
🌍 Cultural note
People give directions differently around the world. In some cultures, strangers will walk with you to show the way. In others, they give short answers and leave. Some cities use street names, others use landmarks (the big church, the red building). Ask students how people give directions in their country — this is a good discussion topic.
Beginner
Intermediate
Advanced
Duration: 20 min 🎯 Focus: Simple questions; prepositions of place; imperatives; 'where is…?'
Before You Read / Listen
  • Q1Do you know the words 'left' and 'right'?
  • Q2Point to your left. Now point to your right.
  • Q3How do you ask 'Where is the shop?' in English?
  • Q4What places do you know in English? (shop, bank, park, station)
  • Q5Have you ever got lost?
The Text
Tourist Excuse me. Where is the station?
Local It's that way.
Tourist Is it near?
Local Yes, very near. Go straight. Then turn left.
Tourist Straight and then left?
Local Yes.
Tourist Thank you!
Local You're welcome.
Key Vocabulary
station noun
a place for trains or buses
"Where is the station?"
left noun/adverb
the opposite of right
"Turn left."
right noun/adverb
the opposite of left
"Turn right."
straight adverb
not left or right; in the same direction
"Go straight."
near adjective
not far; close
"Is it near?"
turn verb
to change direction
"Turn left."
excuse me phrase
a polite way to stop someone
"Excuse me, where is the shop?"
Questions
Comprehension
  • What is the tourist looking for?
    Answer
    The tourist is looking for the station.
  • Is the station near or far?
    Answer
    It is near — 'very near'.
  • What does the tourist do first — go straight or turn left?
    Answer
    The tourist goes straight first, then turns left.
  • What does the tourist say at the end?
    Answer
    The tourist says 'Thank you!'
  • What does the local say after 'thank you'?
    Answer
    The local says 'You're welcome.'
Discussion
  • How do you ask a stranger a question politely?
    Discussion prompts
    Common polite phrases: 'Excuse me', 'Please', 'Sorry to bother you', 'Can you help me?'. The dialogue starts with 'Excuse me' — students can find and copy this opener.
  • What places can you find in a city?
    Discussion prompts
    Common places: shop, supermarket, station, school, hospital, park, bank, café, pharmacy. A good chance to build basic city vocabulary.
  • Why is 'straight' a useful word?
    Discussion prompts
    Because you can use 'straight' in lots of directions: 'Go straight', 'Go straight and turn left', 'It's straight ahead'. It's one of the first direction words to learn.
Personal
  • Where is the shop near your home?
    Teacher guidance
    Students' own experience. Common answers: 'The shop is near my home', 'It's next to the school', 'It's on my street'. Help with 'near', 'next to', 'on'.
  • Have you ever asked for directions?
    Teacher guidance
    Students' own experience. Common answers: 'Yes, I asked in the airport', 'No, never', 'Yes, one time in London'. Accept any honest answer. Help with 'I asked…' (simple past).
Writing Task
Prompt
Write 4 sentences. Say where places are near your home. Use: 'The ___ is near. Go ___ and then turn ___.'
Model Answer

The shop is near. Go straight and then turn right. The bank is not near. You must take the bus.

Activities
  • Read the dialogue in pairs. Then swap roles.
  • The teacher says 'left', 'right', or 'straight'. Students point in the right direction.
  • Change 'station' to another place (shop, bank, school, park). Read the dialogue again.
  • Draw a simple map on the board (school, shop, park, bus stop). Students ask each other 'Where is the ___?'
  • Game: one student gives directions ('go straight, turn left, turn right'). The other walks around the room with closed eyes.
  • Memory game: 'Go straight.' The next student says 'Go straight and turn left.' Continue round the class.
Duration: 25 min 🎯 Focus: Polite questions; longer directions; 'take the first/second…'; using landmarks
Before You Read / Listen
  • Q1How do you ask a stranger politely in English?
  • Q2What words do you know for places in a city? (bank, hospital, supermarket, station)
  • Q3How do you say 'turn left after the shop' in your language?
  • Q4What is a 'landmark'? Can you name one near your home?
  • Q5What do you say when you don't understand?
  • Q6When did you last look at a map?
The Text
Tourist Excuse me, could you help me? I'm looking for the supermarket.
Local Of course. Go straight for about five minutes.
Tourist Okay. And then?
Local Take the second road on the right, next to the bakery.
Tourist After the bakery, turn right?
Local That's right. The supermarket is on the left, opposite the bank.
Tourist Is it far?
Local About ten minutes on foot.
Tourist Thank you very much. That's very helpful.
Local You're welcome. Have a good day.
Key Vocabulary
supermarket noun
a big shop for food and other things
"The supermarket is on the left."
bakery noun
a shop that sells bread and cakes
"Turn right next to the bakery."
opposite preposition
on the other side of
"Opposite the bank."
on foot phrase
walking
"Ten minutes on foot."
looking for phrase
trying to find
"I'm looking for the supermarket."
take the (first/second) road phrase
to go on the first/second road you see
"Take the second road on the right."
helpful adjective
useful; giving help
"That's very helpful."
Have a good day phrase
a polite goodbye
"Have a good day!"
Questions
Comprehension
  • What is the tourist looking for?
    Answer
    The tourist is looking for the supermarket.
  • Which road should the tourist take?
    Answer
    The second road on the right.
  • What is near the turn on the right?
    Answer
    The bakery is next to the turn on the right.
  • What is opposite the supermarket?
    Answer
    The bank is opposite the supermarket.
  • How long does it take to walk there?
    Answer
    About ten minutes on foot (walking).
  • What do the tourist and local say at the end?
    Answer
    The tourist says 'Thank you very much. That's very helpful.' The local says 'You're welcome. Have a good day.'
Discussion
  • Why is it useful to mention shops and buildings when giving directions?
    Discussion prompts
    Shops and buildings are easier to see than street names — they help the listener know where they are. They're like visual signs. Students can share landmark words (church, school, café, bridge).
  • What polite phrases can you use to ask a stranger?
    Discussion prompts
    Common polite phrases: 'Excuse me', 'Could you help me?', 'Sorry to bother you', 'I'm looking for…', 'Do you know where…?'. The dialogue opens with 'Excuse me, could you help me?' — a very common form.
  • What do you say when someone is very helpful?
    Discussion prompts
    Common answers: 'Thank you very much', 'That's very helpful', 'Thanks a lot', 'That's really kind', 'You're so helpful'. Students can practise choosing what to say after getting clear information.
Personal
  • Describe how to walk from your home to a shop near you.
    Teacher guidance
    Students' own experience. Common answers: 'Go out of my house, turn left, walk for two minutes — the shop is on the right, next to the café'. Help with sequencing ('first', 'then', 'after that') and location prepositions.
  • Which landmarks do you use to explain where you live?
    Teacher guidance
    Students' own experience. Common answers: 'There's a big park near my house', 'I tell people the church on the corner', 'My building is next to the supermarket'. Good practice for prepositions and relative clauses.
Writing Task
Prompt
Write a short paragraph (4–6 sentences). Explain how to get from the school or office to a shop or park near you. Use direction words and at least one landmark.
Model Answer

From my school, go straight for about five minutes. Take the first road on the right, next to the café. Walk for two more minutes. The park is on the left, opposite the library. It's easy to find. You can also go by bus if you are tired.

Activities
  • Read the dialogue in pairs. Then swap roles.
  • Find the polite phrases in the dialogue. Underline them ('Excuse me', 'could you help me', 'Thank you very much').
  • Change 'supermarket' to another place (pharmacy, post office, restaurant). Read the dialogue again.
  • Students take turns being the tourist. They must ask three questions: 'Where is…?', 'Is it far?', and 'After the bakery?'
  • Draw a town on the board with five shops. Students give directions from one to another.
  • 'Listen and draw': the teacher gives directions. Students draw the route on paper. Then compare.
  • Students write a short dialogue (6–8 lines) asking for a different place. They act it for the class.
Duration: 35 min 🎯 Focus: Giving and following multi-step directions; asking for repetition; describing locations with detail
Before You Read / Listen
  • Q1When was the last time you asked someone for directions?
  • Q2What questions do you ask when you don't understand someone?
  • Q3What's the difference between a 'road' and a 'street'?
  • Q4Is it easier to give directions with street names or with buildings? Why?
  • Q5Do you prefer using a phone or asking a person when you are lost?
  • Q6What do you do if the directions are complicated?
The Text
Tourist Sorry to bother you — I'm trying to find the art museum. Do you know where it is?
Local Yes, I know it. It's not too far, but it's a bit tricky. Are you walking or driving?
Tourist Walking.
Local Okay. Go down this street until you reach the traffic lights. Then turn left onto King Street.
Tourist Down to the traffic lights, then left. Got it.
Local Follow King Street for about three minutes. You'll pass a big park on your right.
Tourist Sorry, did you say three or thirty?
Local Three. Just three minutes. After the park, you'll see a church on the corner. Turn right there, and the museum is at the end of that road.
Tourist Right after the church, and it's at the end. Thanks so much — that's really clear.
Local No problem. Enjoy the museum.
Key Vocabulary
bother verb
to disturb someone; to interrupt
"Sorry to bother you."
tricky adjective
a bit difficult
"It's a bit tricky."
traffic lights noun
red, yellow and green lights for cars
"Go to the traffic lights."
reach verb
to arrive at a place
"Until you reach the traffic lights."
pass verb
to go past something
"You'll pass a big park."
corner noun
the place where two streets meet
"A church on the corner."
got it phrase
(informal) I understand
"Down to the lights, then left. Got it."
at the end of phrase
at the final part of (a road, a street)
"At the end of that road."
Questions
Comprehension
  • Where is the tourist trying to go?
    Answer
    The art museum.
  • Why does the local ask if the tourist is walking or driving?
    Answer
    Because walking directions are different from driving directions — distances feel different, and some routes might work for one but not the other. It's also faster to give walking directions if the person isn't driving.
  • What is the first step of the directions?
    Answer
    Go down this street until you reach the traffic lights. Then turn left onto King Street.
  • What will the tourist pass after turning onto King Street?
    Answer
    A big park on the right.
  • Why does the tourist say 'three or thirty'?
    Answer
    The tourist says 'Sorry, did you say three or thirty?' because they're not sure whether they heard 'three minutes' or 'thirty minutes' — the two numbers sound similar in English and the difference matters a lot.
  • What is the last landmark before the museum?
    Answer
    A church on the corner, before turning right.
Discussion
  • Why is it important to repeat directions back to the person?
    Discussion prompts
    Prompts to explore: repeating back shows you've understood; it gives the speaker a chance to correct you before you get lost; it helps you remember; it's polite because it shows you're listening. Students can practise repeating key parts of the directions.
  • What's a good way to ask someone to repeat something politely?
    Discussion prompts
    Common phrases: 'Sorry, could you say that again?', 'Sorry, did you say X or Y?', 'Could you repeat that, please?', 'I didn't quite catch that', 'One more time, please?'. The dialogue uses 'Sorry, did you say three or thirty?' as a natural example.
  • What makes directions easy or hard to follow?
    Discussion prompts
    Easier if: they use landmarks (not just street names); they repeat key steps; they give approximate times; they warn about common mistakes. Harder if: they use compass directions (north, south); they rush; they use complicated vocabulary; they give too many steps at once.
Personal
  • Describe a time you followed directions and got lost anyway.
    Teacher guidance
    Students' own experience. Common answers: 'Someone told me to go straight and turn left twice, but I got lost — I think they meant right'. Good chance to practise past simple with directional language. Accept all — everyone has a story like this.
  • Are you good at giving directions? Why or why not?
    Teacher guidance
    Students' own views. Common responses: 'Yes — people often ask me in my neighbourhood', 'No — I get confused myself', 'Only in places I know well'. Accept all. A chance to practise justifications with 'because'.
Writing Task
Prompt
Write a paragraph (80–120 words) describing directions from a place you know (your home, your school, a train station) to somewhere else nearby. Use at least three landmarks and give a clear route.
Model Answer

From my house, go left out of the front gate and walk straight for about five minutes. You'll pass a small bakery on your left and then a petrol station on your right. Keep going until you reach the traffic lights at the end of the road. Turn right there, and walk for another two or three minutes. You'll see a big library on the corner. Go past it, and the post office is just behind it, next to the car park. It's quite easy to find once you know the route.

Activities
  • Longer role-play: in pairs, make a 10-line dialogue for directions. The tourist must ask for repetition at least once.
  • Phrase hunt: in pairs, underline phrases for asking ('Do you know where…?'), confirming ('Got it', 'So after the park…'), and asking again ('Sorry, did you say…?').
  • Map building: in small groups, students draw a map of an imaginary town with five buildings. Then they give a partner directions between them.
  • Listen and draw: the teacher describes a route with at least four steps. Students draw it. Compare at the end.
  • 'Three or thirty': students practise saying and understanding similar numbers (thirteen/thirty, fifteen/fifty) and clarifying politely.
  • Compare two dialogues: students look at the A2 and B1 dialogues. They list three ways the B1 dialogue is richer and more natural.
  • Local expert: one student describes the route from the school/office to a real place nearby. The others ask follow-up questions.
Duration: 45 min 🎯 Focus: Natural conversation with strangers; clarifying; using approximations ('about', 'roughly', 'a sort of'); handling small talk
Before You Read / Listen
  • Q1What's the difference between asking a stranger and asking a friend for directions?
  • Q2How does the tone change when you speak to someone you don't know?
  • Q3Why do some people give long directions and some very short ones?
  • Q4When are landmarks more useful than street names?
  • Q5How do you politely end a conversation with a stranger?
  • Q6When should you trust a stranger's directions, and when should you check on your phone?
The Text
Tourist Excuse me — sorry to interrupt. I was hoping you might know where the old cathedral is?
Local Oh yes, of course. It's a bit of a walk, but quite straightforward if you know where you're going.
Tourist That's reassuring.
Local So, head down this street until you hit the main square. You'll know it when you see it — there's usually a market on.
Tourist The main square, got it.
Local Once you're there, keep left and go past the big fountain. You'll come out on a narrower street, sort of cobbled — that's Old Town Road.
Tourist Cobbled, narrower — okay.
Local Follow that for about ten minutes. It'll feel like you're going the wrong way at one point, but trust me, just keep walking. The cathedral is on your right at the top of the hill.
Tourist Fantastic, thank you. That's exactly what I needed.
Local Oh, and one more thing — if you get to the river, you've gone too far.
Key Vocabulary
interrupt verb
to stop someone in the middle of something
"Sorry to interrupt."
straightforward adjective
simple; easy to understand
"Quite straightforward."
hit (a place) verb (informal)
(informal) to reach a place
"Until you hit the main square."
cobbled adjective
(of a street) made from small round stones
"A cobbled street."
come out on phrase verb
(phrase verb) to arrive at a place from a smaller street
"You'll come out on a narrow street."
trust me phrase
a phrase used to reassure someone
"Trust me, just keep walking."
at the top of the hill phrase
at the highest point of a hill or slope
"The cathedral is at the top of the hill."
gone too far phrase
(phrase) walked past the place you wanted
"If you reach the river, you've gone too far."
Questions
Comprehension
  • Where is the tourist trying to go?
    Answer
    The old cathedral.
  • What is the first landmark on the route?
    Answer
    The main square.
  • How will the tourist recognise the main square?
    Answer
    There's usually a market on.
  • What is Old Town Road like?
    Answer
    Narrower than the main street, and sort of cobbled (old stone street).
  • What does the local warn about in the middle of the route?
    Answer
    That it will feel like the tourist is going the wrong way at one point — but they should trust it and keep walking.
  • How will the tourist know if they've gone too far?
    Answer
    If they reach the river, they've gone too far.
Inference
  • Why does the tourist say 'that's reassuring'?
    Suggested interpretation
    Because the local has just described the walk as 'quite straightforward if you know where you're going' — meaning it won't be confusing once on the way. 'Reassuring' captures relief: the walk isn't easy to get lost on, even if it's a bit of a distance. The tourist relaxes slightly.
  • What does 'trust me' tell you about the relationship in this moment?
    Suggested interpretation
    'Trust me' creates warmth and humour. It shows the local knows their advice sounds wrong ('you'll feel like you're going the wrong way') and is gently asking the tourist to rely on them anyway. It signals familiarity — for a moment, they're not strangers, they're local guide and traveller in a small act of trust.
Discussion
  • Why is it useful for a local to warn a stranger about what might go wrong?
    Discussion prompts
    Ideas to explore: warnings save people from panic or turning back; they manage expectations ('this will feel wrong, but it's right'); they build trust; they show the local has thought about common mistakes; they're a kind of generosity — giving not just the answer but also anticipating the problem.
  • How is this dialogue different from one between friends?
    Discussion prompts
    Prompts: more formal ('Excuse me — sorry to interrupt'); the stranger hedges more; there are fewer in-jokes; directions are given in full without assumed knowledge; no informal shortcuts. With friends, the directions would be briefer and more casual, with more shared context.
  • How does describing a street as 'cobbled' or 'narrow' help someone find the way?
    Discussion prompts
    Ideas: sensory details ('cobbled', 'narrow') help you recognise the right place when you're there; they make the route memorable; they signal transitions ('now the road changes, which means you're in the right area'); abstract street names are forgettable, but textures and images stay with you.
Personal
  • Describe a time you asked a stranger for directions and they gave you a long, detailed answer.
    Teacher guidance
    Students' own experience. Common answers: 'I asked someone in Paris and they gave me a five-minute answer with names of metro stations, shops, everything'. Listen for past simple + reported speech. Accept any honest story — including 'I got lost anyway'.
  • Are you more likely to help a tourist yourself, or point them to a phone map? Why?
    Teacher guidance
    Students' own views. Common responses: 'I always stop — I like helping', 'I point to a map on their phone, quicker', 'It depends if I'm in a hurry'. Accept all. The question reveals different attitudes to time, strangers, and city life.
Writing Task
Prompt
Write an email (120–180 words) to a friend who is visiting your town. Describe how to walk from the train station (or main bus stop) to your home. Use landmarks, approximations, and a warning in case they go the wrong way.
Model Answer

Hi Jamie,

Great that you're coming over on Saturday! Here's the easiest way to walk from the station.

When you come out of the main exit, head left and walk straight for about ten minutes — you'll pass a big supermarket on your right and a row of restaurants. Keep going until you hit a small park with a fountain in the middle. That's your landmark.

At the fountain, turn right down a narrow, slightly uphill street called Mill Lane. It looks like it's going nowhere, but trust me, just keep walking. After about five minutes, you'll come out on my road. My house is number 42, on the right — there's a blue door and a very overgrown garden, you can't miss it.

One tip: if you reach the bridge over the river, you've gone too far and you'll need to double back. Give me a ring if anything's unclear!

See you soon,
Rob

Activities
  • Longer role-play: in pairs, plan a route through a real or imaginary town. The tourist must ask at least three clarifying questions.
  • Soften the words: take five direct sentences ('Go down this street') and rewrite them more softly ('Head down this street, if that's alright').
  • Small talk test: students add small talk (greetings, weather, a joke) to the dialogue without losing the directions.
  • Phrase hunt: find informal phrases in the dialogue ('hit the main square', 'sort of cobbled', 'trust me'). What do they add?
  • 'If you get to…': students practise the 'warning' phrase with three different routes of their own.
  • Compare registers: students compare how they give directions to a friend on the phone vs. a stranger in the street. What changes?
  • Tour guide: one student pretends to be a helpful local. Other students are tourists asking for famous places. The tour guide must give colourful, helpful answers.
Duration: 50 min 🎯 Focus: Natural interaction with strangers; approximations and hedging; discourse markers; the unspoken contract of a brief encounter
Before You Read / Listen
  • Q1What does it say about a city that strangers will stop and help each other?
  • Q2Why do people sometimes pretend to know directions when they don't?
  • Q3How much information is 'too much' when giving directions?
  • Q4What role do phones and map apps play in these kinds of conversations now?
  • Q5Have you ever deliberately given bad directions, or been given them? Why?
  • Q6What makes a stranger feel safe to ask in the first place?
  • Q7How are the rules of this kind of short conversation different from longer ones?
The Text
Tourist Sorry, I hate to interrupt — I wonder if you could point me in the right direction? I'm trying to find the old bookshop, the one everyone keeps talking about.
Local Ah, Briggs and Co. — yes, you and half the tourists this week. It's a bit hidden, to be honest, which is part of the charm, I suppose.
Tourist That tracks.
Local Right, so. You're going to want to head back the way you came, roughly, and take the first proper left — not the alley, the actual street. Past the pub, not before it.
Tourist Past the pub, got you.
Local Then it's about five, maybe ten minutes down what feels like a residential road. Don't panic — you're not lost. There's a moment when you'll think 'this can't be right', and that's actually when you're on the right track.
Tourist Ha, that's reassuring in a very specific way.
Local Oh, it's a rite of passage. When the road narrows, keep your eyes peeled for a small wooden sign — easy to miss — and a green door just before the bend. That's it.
Tourist A wooden sign and a green door. Got it.
Local And — just so you know — half the stock is upstairs. Don't be fooled by the ground floor. People walk in, buy a postcard, and leave thinking they've been to a bookshop.
Tourist Noted. Thank you, honestly — that's way more helpful than a map would've been.
Key Vocabulary
point (someone) in the right direction idiom
(idiom) to help someone start going the right way
"Could you point me in the right direction?"
hidden adjective
not easy to see or find
"A bit hidden."
charm noun
a quality that makes something pleasant or interesting
"Part of the charm."
that tracks phrase (informal)
(informal) that makes sense
"That tracks."
got you phrase (informal)
(informal) I understand
"Past the pub, got you."
residential adjective
(of a road) where people live, not for shops
"A residential road."
on the right track idiom
(idiom) going in the correct direction; doing the right thing
"You're on the right track."
rite of passage phrase
(phrase) an experience that many people have to go through
"It's a rite of passage."
keep your eyes peeled for idiom
(idiom) to watch carefully for something
"Keep your eyes peeled for a small sign."
bend noun
a curve in a road
"Just before the bend."
Questions
Comprehension
  • What is the tourist looking for?
    Answer
    An old bookshop — Briggs and Co.
  • What does the local mean by 'part of the charm'?
    Answer
    The local means the bookshop being hidden is part of what makes it charming and special. If it were easy to find, it wouldn't feel like a discovery. 'Hidden-ness' is a feature, not a flaw.
  • What's the first step of the directions?
    Answer
    Head back the way you came, roughly, and take the first proper left — not the alley, the actual street. Past the pub, not before it.
  • What warning does the local give about how the walk feels?
    Answer
    The walk will feel like you're going the wrong way — there's a moment when you'll think 'this can't be right'. But that's actually when you're on the right track.
  • What two details identify the bookshop itself?
    Answer
    A small wooden sign (easy to miss), and a green door just before the bend.
  • What extra information does the local add at the end?
    Answer
    That half the stock is upstairs — most people don't know this and leave having only seen the ground floor.
Inference
  • Why does the tourist say 'that's reassuring in a very specific way'?
    Suggested interpretation
    'A very specific way' is a joke. Normal reassurance sounds like 'don't worry, it's easy'. Saying 'you'll feel lost but you're not' is reassurance that only makes sense if you accept the local's framework. The tourist's response plays along with the humour and acknowledges the oddness of the advice.
  • What does the local mean by 'you and half the tourists this week'?
    Suggested interpretation
    The local means: the bookshop is currently a popular spot among tourists. 'You and half the tourists this week' is mildly teasing — acknowledging the tourist isn't the first to ask, and mildly flagging that the shop is perhaps over-hyped. Said with affection, not annoyance.
  • Why does the local describe finding the shop as 'a rite of passage'?
    Suggested interpretation
    'Rite of passage' is used to elevate a small difficulty into a shared experience. The local is saying: everyone has to go through the confusing walk to get there — it's part of belonging to the group of people who've found the shop. It adds value to the effort.
  • What kind of person is the local — friendly, proud, patient, bored? How can you tell?
    Suggested interpretation
    Friendly and proud — with a slight knowingness. Evidence: the warmth ('ha, it's a rite of passage'); the insider information ('half the stock is upstairs'); the mild teasing ('you and half the tourists this week'); the generous details. They enjoy sharing local knowledge but aren't being superior about it. Not bored — they're invested in helping the tourist have a good experience.
Vocabulary
  • Find three informal phrases in the dialogue. What do they tell you about the register of the conversation?
    Answer
    Examples: 'That tracks' (the tourist), 'Right, so' (the local), 'got you', 'Ha', 'bit hidden, to be honest, which is part of the charm, I suppose', 'keep your eyes peeled'. These informal markers lower the register — two strangers talking like they know each other slightly, creating immediate rapport. A mark of the conversation's easiness.
Discussion
  • Why is being vague ('about five, maybe ten minutes') sometimes more helpful than being exact?
    Discussion prompts
    Prompts: exact times can be wrong and create anxiety if they don't match; 'about five, maybe ten' prepares the listener for variation; it's honest about uncertainty; it's more relaxed — the listener doesn't feel they're failing if it takes a bit longer. Precision can create false confidence.
  • What does this conversation reveal about the relationship between locals and tourists?
    Discussion prompts
    Ideas to explore: locals take pride in their area; tourists often turn to locals for recommendations, not just facts; the conversation involves mild performance on both sides; there's affection mixed with gentle teasing; the local knows the tourist is one of many — but chooses to be helpful anyway. A mutually flattering small ritual.
  • When does helping a stranger become showing off about local knowledge?
    Discussion prompts
    Angles to explore: helping is generous; showing off is self-centred; the line can be blurry; 'insider' information can become a way to demonstrate belonging rather than help; the tone and attention to the listener's actual needs usually tell you which is which; some conversations start helpful and become performance, or vice versa. A chance to discuss social behaviour.
Personal
  • Describe a memorable conversation you had with a stranger while travelling.
    Teacher guidance
    Students' own experience. Common answers: 'A woman on a train in Japan helped me for thirty minutes', 'A man in a café gave me tips I still use'. Listen for past simple + past continuous. Accept any memorable story — often these conversations are remembered long after the trip.
  • Are you the kind of person who stops to help tourists, or who hurries past? Why?
    Teacher guidance
    Students' own views. Common answers: 'I always stop — I like it'; 'I hurry past, I'm shy'; 'Depends on my mood'. Accept all. A chance for students to reflect on the kind of person they are, or want to be, in small public moments.
Writing Task
Prompt
Write a reflective piece (200–250 words) about the strange intimacy of brief encounters with strangers in public places — asking for directions, buying something, a short conversation on a train. What are the unwritten rules? What do we actually give and receive?
Model Answer

There's a particular kind of brief conversation — the one you have with a stranger in a street — that I find oddly touching. It rarely lasts more than a minute, and neither of you will ever see the other again, and yet the rules of it are quite surprisingly intricate. You must be apologetic, but not grovelling; specific, but not demanding; grateful, but not over-grateful. The whole thing is a small choreography that somehow, without anyone teaching us, we all seem to know.

I've been thinking about this because I asked someone for directions the other day in a city I didn't know well, and the woman I asked didn't simply tell me where to go — she stopped, looked at me properly, and talked me through the route with a sort of generous meandering, including which corner to look out for and where the turning was easy to miss. By the end of it, I felt less like someone who had received directions and more like someone who had, for three minutes, been briefly known.

What struck me, afterwards, was how much of what we gave each other in that moment had nothing to do with information. It was something more like a small, temporary trust — an agreement, unspoken, that for the duration of this one question we would simply be kind to one another. I walked off thinking that cities run on this kind of quiet exchange far more than we tend to notice.

Activities
  • Register analysis: in pairs, students mark the dialogue for formality, informality, humour, and warmth. What specific words signal each?
  • The unspoken rules: in small groups, students list the unwritten rules of asking a stranger for help. Share with the class.
  • Rewrite for formality: students take the dialogue and rewrite it in two versions — a very formal one (two businesspeople) and a very casual one (two teenagers). What changes?
  • Phrase hunt for discourse markers: find every 'right, so', 'to be honest', 'got you', 'noted' and explain what each one does in the conversation.
  • Tour guide role-play: one student plays a very proud local. Others ask for directions. The local must include at least one opinion ('it's worth the walk', 'not my favourite place, if I'm honest').
  • Cultural comparison: students describe how this kind of conversation would go in their own culture — shorter, longer, more formal, less formal. Why?
  • Map and monologue: students look at a simple map and give a two-minute spoken set of directions with at least two landmarks, one warning, and one personal comment.
  • Close the book: one student reads the dialogue aloud. The others listen and then describe the relationship between the two speakers from what they heard.
Duration: 55 min 🎯 Focus: Pragmatic nuance; the sociology of strangers; performance of helpfulness; self-deprecation; implicit identity signals
Before You Read / Listen
  • Q1What can the way a stranger gives you directions tell you about where you are?
  • Q2Why do people sometimes perform being helpful, rather than simply being helpful?
  • Q3How do locals mark their local knowledge in conversation with visitors?
  • Q4What do we tell strangers about ourselves, without meaning to, when we ask for help?
  • Q5When does being 'helpful' shade into being 'controlling' of the other person's experience?
  • Q6How has the smartphone changed the role of asking strangers for directions?
  • Q7Why might someone ask for directions even when they don't really need them?
The Text
Tourist Forgive me, I realise this is the most cliché question a visitor can ask, but would you happen to know where the old library is?
Local Not at all cliché. Or perhaps only slightly, but in a rather endearing way. Yes, I know it — or rather I know where it is, which is not quite the same thing.
Tourist That sounds ominous.
Local Oh, nothing sinister. It's just one of those places that technically exists on maps but in practice tends to be found more easily through a sort of gentle wandering than by strict navigation.
Tourist Ah. A building with opinions.
Local Precisely. Shall I send you in what I believe to be the right direction, with the caveat that I may be betraying my own poor sense of geography?
Tourist Please do. I'll embrace the uncertainty.
Local Right — you'll want to head back toward the bridge, though not across it. Follow the river on this side, keeping the water on your left, until the path narrows and becomes, frankly, a little ambiguous. Don't be alarmed. It eventually resolves.
Tourist 'Eventually resolves' — I like that.
Local When the path feels wrong, look up. There's a turret-ish thing with a green roof. That's your landmark. The library is more or less in its orbit.
Tourist 'More or less in its orbit.' I'll take it.
Local And if you end up in a small courtyard with an excessively pleased-looking cat on a wall, you've arrived. That cat, incidentally, is half the reason anyone still visits.
Key Vocabulary
cliché noun/adjective
something that has been said or done so many times it feels boring
"The most cliché question."
endearing adjective
making someone feel affection; charming in a slightly awkward way
"Cliché, but in an endearing way."
ominous adjective
sounding like something bad might happen
"That sounds ominous."
sinister adjective
suggesting something evil or harmful
"Nothing sinister."
navigation noun
the act of finding your way from one place to another
"Not by strict navigation."
caveat noun (formal)
a warning or condition attached to a statement
"With the caveat that I may be wrong."
betray (something) verb
(used of feelings/weakness) to accidentally show something private or embarrassing
"Betraying my own poor sense of geography."
embrace verb
to accept something willingly, often with enthusiasm
"I'll embrace the uncertainty."
ambiguous adjective
unclear; possible to understand in more than one way
"The path becomes ambiguous."
resolve verb
(of a situation) to work itself out; to become clear
"It eventually resolves."
-ish suffix (informal)
(suffix, informal) 'sort of', 'kind of' — makes a word approximate
"A turret-ish thing."
in (something's) orbit phrase (metaphorical)
(metaphor) in the general area of, influenced by
"In its orbit."
Questions
Comprehension
  • What place is the tourist looking for?
    Answer
    The old library.
  • Why does the local say they don't quite 'know' the library?
    Answer
    The local distinguishes between knowing where something is and knowing it — the library is one of those places that exists on maps but in practice is found more easily through wandering than navigation. They claim geographical knowledge but not experiential mastery.
  • What is the first instruction of the route?
    Answer
    Head back toward the bridge, though not across it. Follow the river on this side, keeping the water on your left.
  • What warning does the local give about how the path feels?
    Answer
    That the path narrows and becomes a little ambiguous — will feel wrong at some point. Don't be alarmed; it eventually resolves.
  • What's the main visual landmark?
    Answer
    A 'turret-ish thing with a green roof'.
  • How will the tourist know they have arrived?
    Answer
    They'll end up in a small courtyard with an excessively pleased-looking cat on a wall.
  • What does the local say about the cat?
    Answer
    The cat is half the reason anyone still visits.
Inference
  • What does the tourist mean by 'a building with opinions'?
    Suggested interpretation
    The tourist is personifying the building — playing along with the local's framing that the library is somehow difficult, temperamental, or resistant to being found. 'A building with opinions' makes the place sound like a character with a will of its own. Witty, light, and matches the local's register.
  • Why does the local use phrases like 'more or less in its orbit' rather than a precise location?
    Suggested interpretation
    Because: (1) they don't actually know precisely; (2) precision would ruin the charm — the point is the wandering; (3) 'more or less in its orbit' preserves mystery and invites exploration; (4) it matches the playful register of the conversation; (5) it's also honest — 'in orbit' describes something you can sense but not pin down.
  • What does the local's phrasing tell you about their personality and, perhaps, their class or education?
    Suggested interpretation
    Personality: educated, witty, slightly performative, self-aware, warm. Class/education: the vocabulary ('caveat', 'betraying', 'ambiguous', 'resolves'); the clause-heavy sentences; the comfortable irony; the self-deprecation ('my own poor sense of geography'); the literary register. Suggests an educated speaker, perhaps middle-class, who enjoys language for its own sake. Possibly an older speaker, or someone in a profession that involves words.
  • Why does the local describe the cat as 'excessively pleased-looking' and 'half the reason anyone still visits'?
    Suggested interpretation
    The description turns the cat into a character — and a better landmark than any building, because it's alive, memorable, and charming. Calling it 'half the reason anyone still visits' also gently satirises tourism itself: what draws visitors isn't necessarily the advertised attraction (the library), but unplanned things (the cat). It's a small, wise observation.
  • Is this conversation really about directions, or about something else? What else might it be about?
    Suggested interpretation
    Really, this is a conversation about two things at once: practical directions (which are slightly unhelpful), and the pleasure of conversation itself. The local enjoys the exchange; the tourist enjoys the local's style. It's a performance of local charm, a mutual self-display, a game both parties enjoy. The directions are the excuse; the conversation is the reward.
Vocabulary
  • Find four pieces of self-deprecation in the local's speech. What function do they serve?
    Answer
    Examples: 'or rather I know where it is, which is not quite the same thing'; 'with the caveat that I may be betraying my own poor sense of geography'; 'my own poor sense of geography'; 'what I believe to be the right direction'. Function: the self-deprecation makes the local seem modest (never know-it-all); it also warns the tourist to take the directions lightly; it invites the tourist to be a collaborator, not a passive recipient. A sophisticated social move.
  • The tourist responds with phrases like 'I'll take it' and 'I like that'. What is this tourist doing socially, beyond receiving directions?
    Answer
    The tourist is matching the local's register. 'I'll take it' and 'I like that' signal: 'I'm enjoying this conversation, I get your humour, and I'm willing to play along'. They're performing appreciation and cultural fluency — showing they're the kind of traveller who can enjoy a witty local rather than demanding a blunt Google Maps answer. It's a form of social reciprocity.
Discussion
  • Is this kind of elaborate, playful speech friendly, or slightly exclusionary? Could it be both?
    Discussion prompts
    Both at once. Friendly: warm, witty, inclusive, enjoyable for anyone who enjoys language. Exclusionary: the vocabulary, the in-jokes, the expected cultural fluency can make it alienating for less-confident English speakers; it privileges a particular class/education style; it assumes the listener has time and inclination to play. For a confused traveller in a hurry, this is not helpful — it assumes a particular kind of listener.
  • When a local describes a route as 'a gentle wandering' rather than giving precise steps, who is the conversation really for?
    Discussion prompts
    Angles to explore: a 'gentle wandering' direction is for someone who has time, is already charmed, and wants the journey to be part of the experience; it's for a leisurely tourist, not a practical commuter. The conversation is also partly for the local themselves — a chance to show local knowledge, wit, and belonging. So it's for both, but more for those who can participate in the game.
  • How much of what happens between strangers is information, and how much is performance?
    Discussion prompts
    Ideas: small talk is never purely informational; every conversation performs identity — who we are, who we want to be seen as; even giving directions involves choosing tone, vocabulary, how much to say; helpfulness itself is partly performative. But performance isn't hollow — it's how we make contact and be social. The richness of this conversation is that both parties perform and both parties enjoy it.
  • What do you learn about a city from the way its residents talk to tourists?
    Discussion prompts
    Prompts: how locals treat tourists tells you about the city's confidence, openness, hospitality; cities with many tourists can be weary or warm; local humour reveals cultural self-image; the pace of conversation reveals the pace of life; what's offered as a landmark (a cat! a cathedral!) reveals what the city values. A rich, observational conversation.
Personal
  • Describe a brief conversation with a stranger that stayed with you. Why?
    Teacher guidance
    Students' own experience. Common answers: 'A woman on a bus in Istanbul gave me her lunch'; 'A shopkeeper in a small town refused to let me pay for coffee'. Listen for past simple + reported speech + expressions of lasting effect. Accept all — these moments often reveal surprising things about why travel matters to people.
  • When you help a stranger, how much of it is about them, and how much about the kind of person you want to be?
    Teacher guidance
    Students' own views. Common answers: 'Both — I want to help, but I also want to be the kind of person who helps'; 'Mostly about them, I don't think about myself'; 'I've never thought about it like that'. A philosophical question that often produces thoughtful answers. Accept all — there's no right answer.
Writing Task
Prompt
Write a 300–400 word personal essay or opinion piece about how the way a stranger gives you directions reveals more about them — and the place you're in — than any guidebook could. Demonstrate a full range of hedging, natural idiom, self-awareness, and pragmatic control.
Model Answer

I've come to believe that you can learn more about a city from the way a single stranger gives you directions than from any amount of careful reading beforehand. Not from what they say, exactly — although that matters too — but from the tone, the pacing, the casual little embellishments. The man in the coffee shop in Lisbon who pointed at the map, shrugged, and said 'eh, just follow the hill, you'll feel it'; the woman in Berlin who itemised every traffic light with breathtaking precision; the teenager in Naples who laughed, shook his head, and walked me halfway there himself. Each of them told me, without meaning to, what kind of place I had arrived in.

It's not just the content. It's the performance. A certain kind of local will take the chance to display their knowledge with a flourish — a long anecdote, a recommendation, a gently self-mocking warning. Another will be terse, almost suspicious, as if to volunteer too much would somehow break an unspoken contract. Both, in their way, are telling you something important: not about the streets, but about the culture of being helpful in that particular corner of the world.

What I find genuinely touching, though — and I'm aware this might sound sentimental — is how much goodwill tends to be packed into these thirty-second encounters. A stranger asked a question they didn't need to answer. They paused, thought about it, and gave you an answer shaped by everything they know about their own patch of city. And then they released you back into the flow of the day, no thanks required, no obligation incurred.

GPS has taken a great deal from us, I think, and much of it for the better. I no longer miss trains because of mistimed guesses at the U-Bahn. But it has quietly dismantled a small, daily ritual — the brief licensed intimacy of asking someone where something is — and I suspect we underestimate what's been lost. It was, in its modest way, a civic act. And those, once gone, are surprisingly hard to rebuild.

Activities
  • Deep language study: students mark the dialogue for self-deprecation, metaphor, irony, and politeness. What's the effect of each?
  • Performance vs. information: in pairs, students go through the dialogue and decide which parts are about actually giving directions, and which are about something else.
  • Rewrite for efficiency: students take the dialogue and rewrite it in the voice of someone in a hurry. What's lost when the fluff is removed? Is it purely decorative — or is it doing real work?
  • Class and register: discuss what this local's speech suggests about their identity. How do we read class, education, and personality through small language choices?
  • Cross-cultural comparison: students describe how this conversation would play out in three different places they know. What would change?
  • Landmarks over maps: in pairs, students describe a real route using only landmarks, metaphors, and approximations — no street names. Compare with phone maps afterwards.
  • 'The cat is half the reason': students share or invent a small, charming detail that makes a real place memorable. Then use it in a short spoken description.
  • Structured debate: 'Smartphone maps have improved city life.' Students argue both sides, with each speaker required to include at least three hedges or idiomatic phrases.
  • Writing swap: students draft the opening paragraph of a personal essay on brief encounters with strangers. Swap and edit a partner's for natural idiom, tone, and pragmatic control.

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