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Lesson 1
Elementary level


In this lesson students will be learning about how to include a preposition of either time or place/situation into a simple sentence. The teacher will try to elicit the concept of something meaning near 'in' space and nearer meaning 'on'. Next the teacher will group the students, into pairs to find out about some things they might want to do, in common. The teacher will provide some sentences with deliberate mistakes in them and drill the correct response. Pairs will be able to support each other in following a semi-controlled close activity on the board. Finally the teacher will regroup the students, elicit a story from pictures and practice the target language with the new pairs. Finally, in a freer activity students will be able to provide the teacher with some meaning and function vocabulary relating to habit truths, eternal and general truths about their partners.


Abc Photocopy of the Students Book

Main Aims

  • To provide of use of 'on' to describe personal space in the context of travel and sport or leisure. Students will be able to use the idea of personal space to describe present simple activities in general contexts.

Subsidiary Aims

  • To provide practice of language used for suggestion in the context of on holiday


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher gives out coloured strips of paper and writes a code w-b. Blue = roof Green = cat Orange = the Red = is Black = Roof. the teacher tells students to make a sentence. T:'one word is missing.' T walks around monitors and sees if there are any problems and helps the students with difficulties making the sentence. T elicits the answer The cat is (on) the roof (Orange Green Red Orange (missing colour Yellow) Black). The teacher asks students to make a new sentence: Orange Black Red Orange (missing colour Yellow) Green? (The roof is on the cat.) T: Is it correct (No). The teacher demonstrates a roof with the students using the yellow paper and asks, 'Listen, where is the cat, point? Students can help each other to point to on the roof. T may also elicit 'top'.

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

T asks Ss to make more imaginary objects from everyday classrooom objects ( a pencil = a plane, etc.) with their partners. Next the teacher demonstrates a situation using a ping-pong table. T checks understanding of 'ping 'pong. T drills a minimal pair using vowel sounds in 'in' and 'on'. T: 'On the left, in the middle you don't know, or on the right. T drills Pin Bin and Tim, Tom and CD ROM. Next the teacher explains he is going to do the moving and they have to be the teacher, saying if he is correct or not. T asks students to read some sentences from the board in any order and he will move to the left or to the right. T: was I right? T elicits the sound of On T: on the right is_______? T: on the left is _______?

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

T shows the difference between in and on and how they are sometimes the same (ıe on the playground or sportsfield, or in the playground or sportsfield). T writes w-b

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

T gives the handout for the lesson. T asks students to fold it in half. The teacher asks students to work individually to complete the table by puttıng the words highlighted in the sentences into the correct column in the table. T stands aside whie the students complete the task. T sits down again and checks one or two students' understanding. w-b f - b

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The teacher draws Ss attention to the second question. T gets Ss into new pairs. New pairs work together to complete the task. 2. T W-C F-B

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

T tells Ss they are going to find out some more about their new partners. T draws a Venn diagram W-B. T explains that this represents Ss general (shared) knowledge and their individual 'personal' knowledge. T gets Ss to draw a similar Venn diagram on the reverse of their paper and to write their name and their partner's name on top of each circle. T models the activity of finding about a partner (Same mark the middle of the diagram, different then write in the larger more personal portion of the circle.) T gets Ss to work in pairs to ask each other questions about holidays to fill in their diagrams. T might give further information as to forming questions using how do you travel, where do you go, what do you do etc. (N.B T is eliciting the present simple tense) F-B W-C

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

T asks the Ss to complete the final part of Exercise B and C

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