Eileen Eileen

W4-D5-Prepositions

Description

This lesson focuses on clarifying and consolidating high-frequency prepositions that are commonly used but rarely explained explicitly. Students analyze patterns and usage of in, on, at (place and time), followed by to, for, of, from (direction, purpose, origin, and relationship). The lesson emphasizes awareness, accuracy, and practical use through guided practice and controlled production.

Materials

Abc Board
Abc Exercises
Abc Printed materials
Abc Projector

Main Aims

  • To enable students to recognize and accurately use in, on, at, to, for, of, and from in common place, time, and functional contexts.

Subsidiary Aims

  • To improve accuracy in controlled written practice.
  • To apply prepositions in simple spoken production.
  • To raise awareness of preposition patterns rather than isolated rules.
  • To reduce common fossilized errors with basic prepositions.

Procedure

Activation (25-30 minutes) • Activate speaking and contextual thinking before explicit grammar.

Write the following prompts on the board: Yesterday This morning Last weekend Right now At home / at work / in the city Students work in pairs. Students take turns making short sentences about their real life using the prompts. Encourage follow-up questions (Where exactly? When exactly?). The teacher listens for natural preposition use but does not correct. Brief whole-class sharing of 2-3 examples.

Vocabulary (12-14 minutes) • Provide lexical support for routines, quantity, and monitoring.

Vocabulary: limited supply, food category, household items, pantry item, daily consumption, appetite level, diet adjustment, weight chart, hydration status, feeding routine The teacher presents each word with: A short definition One clear example sentence After each word, one student produces a sentence orally. The teacher reformulates if needed. Students write the vocabulary in their notebooks.

Presentation (20-22 minutes) • Clarify patterns of use for place and time prepositions.

Display or draw the in / on / at chart from the document. Guide students through the chart: in - delimited spaces, cities, countries, months, years, parts of the day on - surfaces, transport, dates, days at - specific points, addresses, times Write 3-4 model sentences on the board (place + time). Emphasize: These are patterns, not translations Students copy key examples only (not the full chart).

Controlled Practice (14-16 minutes) • Build accuracy with place and time prepositions.

Students work individually. Use Exercise 1 and selected items from Exercise 2 in the document. Students complete the sentences using in / on / at. Students compare answers in pairs. Whole-class feedback: Students say answers aloud. The teacher confirms and briefly explains recurring errors.

Presentation (20-22 minutes) • Clarify functional differences between common connectors.

Write the four prepositions on the board. Present core functions using examples from the document: to - direction, purpose, infinitive connector for - duration, recipient, purpose from - origin (place, people) of - content, type, possession Contrast similar cases orally (e.g. from vs of). Students copy 1 example per preposition.

Controlled Practice 2 (14-16 minutes) • Improve accuracy in functional preposition choice.

Students work individually. Use Exercise 1 from the connectors section of the document. Students complete the sentences. Pair-check answers. Whole-class feedback focusing on why a preposition is used.

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