Khadija El Mahrsi Khadija El Mahrsi

TP7
Elementary level

Description

In this lesson, students will learn prepositions of movement and how to give directions.

Materials

Abc Prepositions illustration presentation
Abc Speaking map
Abc Task 1 answer key presentation
Abc Lost person presentation
Abc Task 2 answer key presentation
Abc Gap-fill handouts (task 2)
Abc Gap-fill handouts (task 1)

Main Aims

  • By the end of this lesson, students will have learned some prepostions of movement and practised giving directions.

Subsidiary Aims

  • To practise giving and following directions.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Show Ss a picture of a lost person. What do you think happened to this man? -> He's lost Is he happy? -> No What can he do? -> Ask for directions. If Ss don't give the last answer, help them by displaying a picture of a person asking for directions.

Pre-teach vocab (2-5 minutes) • To provide students with the vocabulary needed for the following activities

mud: show Ss a picture of mud. a bridge: show Ss a picture of a bridge. a hill: show Ss a picture of a hill. a map: show Ss a picture of a map. (Can be avoided if Ss supply the word map in the lead-in.) church: show Ss a picture of a church.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Ss will be asked to listen to the audio file and draw the route to Andy's cottage. Ss check in pairs and the T does o/c feedback. In the next step, Ss unfold their handouts to complete the second part of the activity, where they will fill the gaps with the missing prepositions. Ss check in pairs and the T does o/c feedback.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

For each preposition,The T shows students a picture of the movement in question and Ss have to supply the correct preposition. Drill every preposition and make sure to drill "into" in a sentence. He's walking into the shop.

Controlled Practice (7-9 minutes) • To concept check and prepare students for more challenging practice

Ss listen to the second audio file and fill in the gaps. Ss check with their partners. T does o/c feedback. Ss fold the sheet to hide the text. They will use the pictures to tell Joel's story.

Semi-Controlled Practice (8-10 minutes) • To provide students with a speaking activity where they can practise the target language

In pairs, Ss will be given a map on which they will first write the names of the missing places. Next, they will work in pairs. One S gives directions, and the other follows them and has to find out what his destination is. Ss will take turns in doing this. T will demonstrate by giving an example first. T gives directions and Ss follow them. They will then have to say where they are.

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