Nisha Nisha

Prepositions of time and place
Elementary-beginners level


In this lesson, ss learn about the correct usage of prepositions of time (at, in, on) and place ( at, in, to).


Abc Blue tack
Abc Board cards
Abc Board Markers
Abc Computer
Abc Hand written sentence cards
Abc Projector
Abc Speakers
Abc Whiteboard

Main Aims

  • To provide clarification, review and practice of the prepositions of time ( on, at,in) and place ( at, in,to) in the context of everyday activities
  • To provide inference reading practice using a text about using prepositions in the context of everyday activities

Subsidiary Aims

  • To provide practice of conversation in the context of everyday activities with emphasis on linking and sentence stress.


Warmer/Lead-in (10-12 minutes) • To set lesson context and engage students

Ask ss: What time does our class start? at 8.30am. On which days do you have this class? on Sundays, Tuesdays and Thursdays. Grp ss in pairs /per table. Display prepositions- in, on, at , to on the Flipchart. Give word cards to each table.( months, dates, time, seasons, days of the week, places) Ask ss to arrange the cards in the right columns on the board.

Test #1 (10-15 minutes) • To gauge students' prior knowledge of the target language

Demonstrate using prepositions with examples of everyday activities. Eg: I wake up at 5am. I go to work at 7 am. I go to work on Tuesdays at 8 am. I will go on holiday in July . The summer vacation will start on the 15th of June. It's hot in summer. Ask ss to give examples using these prepositions.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Correct and give feedback based on the board work and Ss' examples. Introduce Ex 1a on page 30. Give ss time to read the phrases and then ask them to discuss in pairs and number the activities. Check answers. Model and drill pronunciation of the phrases. Focus on 1b. Demonstrate by using the same phrases to describe my typical morning. Pair ss and get them to turn take to describe their typical morning. Get feedback from some pairs to see if they do things in the same order.

Test #2 (10-15 minutes) • Check students' use of the target language again and compare with the first test

Go to pg 156 Vocab Bank. Everyday Activities. Ask ss to do it in pairs and compare answers at their tables. Play audio for answers. Make sure ss know the following: go to work = leave the house get to work = arrive at work go home = leave work/school/ get to your house. get home = arrive home. Feedback and clarify doubts.

Teach (10-15 minutes) • Sentence stress and rhythm.

Focus on the Connected Speech box. Give them time to read.Tell ss they are going to hear 5 sentences. They have to write the sentences as they hear the audio. Play audio. Pause after each sentence. Give enough time for all ss to finish. Ask ss to check in pairs or at their tables. Play audio and check answers. Stress to demonstrate strong and weak sounds in every sentence.

Test (8-10 minutes) • Check pronunciaton for word stress and rhythm.

Focus on 2 b Ask ss to listen for stress and rhythm. Tell them the words in bold are stressed. Play audio. Model and drill.

Free practice (20-25 minutes) • To provide students with free practice of the target language

Focus on 3 Reading Remind ss about adjectives. Pre teach vocab- chef, reservations shout instructions, waiters, menu, check the tables, orders. Mime/ elicit. Read the introduction to the class. Tell ss they are going to read about a typical( working) day in Nico's life and answer 3a .Pair ss and give them 8-10 minutes to read and answer questions. Ask questions from the question bank- NIco's Day. Elicit answers from the class as an open group. Emphasize on correct usage of prepositions of time and place. Feedback and corrections.

Web site designed by: Nikue