Cemre Sert Cemre Sert

CEMRE SERT- TP3: GRAMMAR
Elementary level

Description

In this lesson students will have a chance to use the prepositions in the context of describing their houses.

Materials

Abc Photos of Different Homes in Different places
Abc Photos of Different Places
Abc Coursebook
Abc Photos of Defining Prepositions
Abc A photo of T's home

Main Aims

  • To provide clarification and practice of prepositions of place in the context of describing house

Subsidiary Aims

  • To provide fluency and accuracy in the context of talking about new homes

Procedure

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

-T shows a photo of her home and talks about it using the prepositions. "This is my home. I live in a small flat with my husband in Feneryolu, Kadıköy. My flat is on the first floor. There are lots of cats and trees on my street. It's near a big park and behind a supermarket. It's also close to a hospital and there's a fitness center next to it." -Then T asks Ss where they live in.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

-T asks Ss to read the text about houseswap on pg. 32 as it's suggested in Ex.1 and asks them to underline the prepositions of place and the nouns after them. -Ss read the text again and underline the prepositions of place and the nouns after them. -T asks them to check their answers in pairs and nominates Ss to elicit the answers.

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

-T writes in, on, at on the board and introduces the places on the flashcards. -T gives one card to each student and asks them to stick it under the right category on the board. -Ss tries to stick the cards under the right category. -Then T takes the cards off the board and builds up a list of rules under each preposition. -T drills them a couple of times. -Next, T shows each noun and asks them to tell the preposition. -Ss tell the right prepositions for each card. -T deals with the pron issues if necessary. -Then T writes other prepositions such as 'next to, near/close to, behind, opposite, in front of, far from' on the board and sticks pictures defining them next to each one. -T draws a map on the board and asks CCQs about it. "Is the school next to the supermarket? YES" "Is the university in front of the big house? NO" "Is the car park behind the university? YES" "Is the bus stop opposite the small house? YES" "Is the small house near the school? NO" "Is the school far from the university? NO" "Is the supermarket on the High Street? YES" -T then clarifies that prepositions always go before the nouns. : prepositions + (adj.) noun .

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

-T asks Ss to complete the text in Ex. 2 with the prepositions. -Then, T asks them to check their answers in pairs. -Ss complete the text and check their answers in pairs. -T elicits the answers as w/c and writes them on the board.

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

-T asks Ss to choose a person in the class and complete the sentences with the information about that person in Ex. 2. -Ss are supposed to choose a person in their minds and complete the sentences accordingly. -Then T asks them to read their sentences from Ex.3 in pairs and try to guess who the person is. - Ss are supposed guess who the person is.

Free Practice (10-13 minutes) • To provide students with free practice of the target language

-T tells Ss they will have a houseswap as it's suggested in Speaking Ex.s. 1-3 and gives a piece of paper to each student. -T brings pictures of different homes in different places to help Ss visualize better. Then T tells Ss to close their eyes and imagine their home. -T asks some questions like: Where is it?, What is behind it?, etc. and uses some of the prepositions they studied earlier. -Then T tells them to open their eyes and gets Ss to write their own home descriptions. -Next T asks Ss to check their descriptions in pairs. -T asks Ss to walk around the classroom and try to find someone who wants to swap homes with them. -T asks Ss to tell other Ss about their new home. -Ss speak to 3 people at least before swapping their homes. While Ss are speaking, T takes some notes of Ss' errors and their good language. – but doesn’t interfere unless there’s a breakdown. -At the end, Ss can vote for their favorite house and see if anyone is a match.

Feedback (3-5 minutes) • To allow students to reflect on their learning and clarify the areas where students can improve

-T writes good and problem language that she noted during the freer practice on the board. -T praises the good language and asks Ss what the problem is with the problem ones. -T elicits the answers and corrects the sentences on the board.

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