Joe Conchie Joe Conchie

TP 7 Prepositions
Intermediate level


In this lesson, Ss learn the grammar of prepositions in the context of place and directions.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of prepositions of place in the context of directions in the real world.

Subsidiary Aims

  • To provide accuracy speaking practice in a statement that clarifies something or someone's place in the context of real world directions.
  • To provide product writing practice of a sentence that uses the target prepositions in the context of real world directions.


Warmer/Lead-in (3 minutes) • To set lesson context and engage students

Show a picture to the class of a situation where one person is asking another for directions. The person asking in the picture should look confused. Get the Ss to discuss in pairs to consider what is happening in the picture.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Give the Ss a handout that demonstrates meaning of prepositions of place. While the Ss read, setup 'town/village' for a prop to walk around to demonstrate the prepositions physically. When the Ss have finished looking at the HO, clarify/elicit the different 'buildings' in the town. Move the prop around town and model the sentence I want them to say a few times first, before eliciting where the prop is now in relation to the buildings. Make sure to expose the Ss to all the TL for the lesson (in, on, near, next to, opposite, on the left, on the right) and perhaps do some extra prepositions that are on the HO if the Ss are able enough. If the Ss get the sentence wrong, move the prop into the position that would make their sentence correct so the Ss are aware of their mistake but without verbally saying it. Then try to elicit the correct way of saying the sentence. When Ss have been exposed to TL, try saying sentences and getting the Ss to move the prop to the right place. When introducing the task, try to make it a bit silly by using some humourous props. Also, it may be more engaging for the Ss to take turns moving the prop around town. Picking out individual Ss for answers may help gauge comprehension.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Write up the different phrases the Ss used in the exposure activity. Model a few sentences and then ask the Ss to think about other sentences they said and to get them to contribute. Make sure there is at least one sentence for each target language preposition used in the lesson.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Begin clarification by brief guided discovery activity where the Ss have write out the correct preposition next to images on the WB. Ask Ss: Where is ITI? And get them to come up with examples for each preposition. ITI is on Eski Buyukdere Caddesi... ITI is near 4.Levent metro station... Clarify the meaning and form of each preposition before moving on to pronunciation at the end. Pair up the prepositions that help clarify each other, for example 'on' and 'in', 'near' and 'next to', 'on the left' and 'on the right', 'opposite' and 'in front of'. When going through each meaning, physically demonstrate or gesture to show the meaning. Make sure to let Ss know that we can use 'in' and 'on' interchangeably in the example, "Bagpuss in on/in King Street". For the form, its important to clarify the differences between the prepositions. For example, "Bagpuss is opposite the bank" is prep+article+noun; "Bagpuss is on King Street" is prep+noun; "Bagpuss is next to the bank" is prep(phrase)+article+noun; "Bagpuss is on the left of.." is prep+article+noun. It's important to note that the preposition may change, or stay the same, depending on what comes afterwards; and if it stays the same but what comes afterwards changes, you may need to use an article (as in the last example). For pronunciation, drill sentences with different propositions and use different drilling techniques to elicit comprehension of meaning and form.

Controlled Practice (8 minutes) • To concept check and prepare students for more meaningful practice

Show Ss a picture of the map. Elicit what each of the places are called: park, theatre, bank... Get the Ss to answer the questions on the HO. Get WC FB to assure everyone is on the right track. EC where necessary.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

The Ss write out sentences using the TL. Get them to peer check and then get WC FB, EC where necessary.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Hide and Seek. Before you start the activity, you will need two small objects. One object should be singular and the other should be plural. Students work in small teams. A team leaves the classroom for a short time. While the team is outside, the other students hide the two objects in different places somewhere in the room. When the team returns, they ask questions to the students to find out where the objects are hidden, e.g. Is it on something? When they have found the singular object, they then have to locate the plural object, e.g. Are they behind something? Teams receive a point every time they ask a question. Each team must try to find the objects using a minimal number of questions as the team with the lowest number of points wins.

Web site designed by: Nikue