Alla Ilayda Alla Ilayda

Tp 3 Prepositions of place (from, in, near)
Elementary, A1+ level

Description

In this lesson students will learn prepositions of place (from, in, near) through the context of introducing countries and cities. The lesson starts with a lead-in with the same context as the previous lesson. I would like to try an inductive approach during this lesson and it is going to be in a format of guided discovery. The lesson finishes with a semi-controlled speaking activity to practice the target language.

Materials

Scgr1jmzrrod6clrui5t handout 1 Handout 1.docx
Abc Handout 2
4izzixqrsydf43ldokci handout 3 Handout 3
Rvwzamzpqqcq5jhdymqa sources page 139. tp 3 p.139
Fcypybjxqhukp0hvp0of 5cd6ef cc190a8e5fd84503953e3b8f1dfb1961 5cd6ef_cc190a8e5fd84503953e3b8f1dfb1961.pdf

Main Aims

  • To provide clarification, practice and review of prepositions of place (in, from, near) in the context of introducing countries, cities and regions.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversations in the context of their parents' place of living

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

I will divide students into 2 groups, spread handouts, put 2 maps on the walls. The task is to guess the country by its shape. The next quick task is to match famous people with the countries. FB: Where is Leonardo Da Vinci from? Where is Coco Chanel from?

Exposure (6-8 minutes) • To provide context for the target language through a previous listening text.

I will give students transcripts of their previous listening task. Students have to read the texts and circle the prepositions of time (on, in, from). Then Ss check in pairs. Then fill in the gaps on the board. ICQs: Are you going to listen or read? What are you going to do? (and show circle using gestures. 1.He is ____ Moscow, Scotland. 2.He lives____Scotland. 3.It's a small place 50 kms _____ Glasgow 4.Mrs.Maloney is ____Paris. 5.We're_____ Paris, Texas____the US 6.It's ____Dallas. Draw a shape of Texas and write Dallas. Put Paris near Dallas and far from Dallas. Ask students where Paris really is? (Hopefully, they say 'it's near Dallas")

Clarification (13-14 minutes) • To clarify the meaning, form and pronunciation of the target language

As the lesson is an attempt of 'guided discovery' lesson I'll give students handouts with the task to choose the correct answer. Ex.1 P139. Check in pairs. Put the piece of paper with correct answers on the board. Then fill in the gaps in Grammar section. Ex.I'm from Alanya. It's 150 km from Antalya. Use _____ to say your country, home town or to say the distance from another place. It is in Turkey. It's in the Central Anatolia region. Use_____for countries or regions. It's near Istanbul. It's near the Black Sea. Use_____near to say it is close to another place. Then CCQs When do we use 'from'? When do we use 'in'? When do we use 'near'? Where are you from? Is it in Turkey? Is it near Ankara?

Controlled Practice (3-4 minutes) • To concept check and prepare students for more meaningful practice

Students do ex.1 on p.19. Complete the dialogue with from, near, in. Quick pairchecking. Whole class discussion.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Adapt ex.2 p.139 to make it a Semi-controlled speaking activity (Rather than write the sentences, they could tick the phrases that are true for them, or for a friend, or their parents. Then they can use these notes to tell their partner about those people. You can model this first about your own family) Get them to share their stories with several partners (repetition helps build speaking fluency) You can monitor for errors (related to the grammar) to correct on the board after. In FB, don’t forget to get some FB on the task, too. Did anyone’s friend/family come from the same place as yours? Who came from the smallest village? The furthest away? (these are just examples; choose whatever you want)

Web site designed by: Nikue