Ezgi Ozsalih Ezgi Ozsalih

TP 3a World of Work
Beginner, A1 level


In this lesson, students learn about the prepositions of places in the context of personal possessions through deductive approach. T will write the personal possession words on the board. T will lead in the lesson with the pictures of personal possessions, Ss will say the words and they will stick the pictures on the board. Then, T introduces the prepositions through realia and pictures. T asks the question "Where is ...?" to elicit the answers from Ss. At this stage they will also practise the pronunciation of the prepositions in sentences. Following this stage, T hands out the tapescript of exercise 1.71 on page 121 to the students as a worksheet. Ss will answer the question of " Where are Lee's things?".


Abc Making sentences by using the given words and adding a preposition of place.
Abc Speaking Activity "Where'is the cat?"
Abc Preposition cards

Main Aims

  • To provide practice of prepositions of place (in, on, under, behind, next to, in front of) in the context of personal possessions

Subsidiary Aims

  • To provide fluency speaking practice of prepositions of place in a conversation in the context of personal possessions


Warmer/ Lead-in (4-6 minutes) • To set the lesson context and engage the students in the lesson by getting their attention.

T shows the readily-prepared pictures of personal possessions to the students. T will show ss each picture, stick it on the board and ask the question "what is this?". Ss will answer the question altogether and go to the board to write the each answer under the each picture. When they are finished, T repeats the words and tells Ss to repeat the words. T corrects the spelling and pronunciation mistakes.

Presentation of prepositions of place. (8-10 minutes) • To introduce the students grammar.

T puts a table in front of the board. She puts some realia around the table. T begins the activity by showing the question of "Where...?,asking "Where is ...?" and answering the question of where her staff is according to the positions of the table. Next, T asks the the questions to Ss trying to elicit the answers from them. This time, T puts the preposition cards near the each object so that ss will see the Target Language. Following this, T asks CCQ questions about prepositions like " Is the book under the table? No." Is it on the table? Yes." To finish this activity, T asks the same question of "where ...?" again. Ss give their answers and T writes the first sentence on the board as an example. The rest of the sentences will be written by the students on the board and checked by the teacher.

Grammar #1 (3-5 minutes) • To make students isolate some examples of Target Language.

T will show ss the transcript and give them the instructions. T will ask the question of "Where are Lee's things?". T will give an example and show them what to do after which T gives the handouts to Ss. Ss will work in pairs to find out and write where Lee's things are so that they will isolate some examples of the Target Language. For feedback, when they are finished, the answers will be given by the students and written by teacher on the board as there are only two answers.

Grammar #2 (6-8 minutes) • To practise the form of the presented grammar

T gives handouts for rearranging activity to make sentences. In this stage, Ss will work with in pairs again to rearrange the mingled words to make sentences. T will write one of the sentences on the board and wants a strong student to come to the board for making a correct sentence. After the student shows the demo, others will write their sentences on their sheets and check their answers with another pair. During the stage T will be monitoring if there is any group having difficulty. For feedback, Ss will read their sentences aloud and come to the board after comparing their answers to write the sentences in the correct order.

Grammar #3 (5-7 minutes) • To practise writing sentences by using correct prepositions.

For this stage, Ss will be given hadouts on which there some pictures showing the situations. T will draw a similar picture on the board for the demo. One of the stronger students will come to the board to make the sentence by adding the correct form of "to be" and the correct preposition of place. Then, the students will work with a partner (with a different partner) to write sentences with correct grammar. They will check their answers with another partner again before coming to the board for feedback. T will be monitoring as he/ she always does during the stages in which students work in pairs or in groups.

Speaking (8-10 minutes) • To make students practise speaking fluency by using prepositions of place.

In this stage of the lesson, students will do speaking activity with their pairs again. T will have her/ his speaking cards for A and B students. T will do an example with a strong student; T being A and the student being B. Ss will understand that one of them will draw his/ her picture according to his/ her partner's description. Then they will change roles according to their cards. They will practise in this way depending on their sheets. In the end they will check out their pictures with their partner's sheet.

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