meryemcolak meryemcolak

January 8, Tuesday, X1-17(R) 1st Hour
Level 2 (A2-B1) level


In this lesson students learn about prepositions used with verbs. The lesson starts with a task through which students' schemata is activated with the audio of the previous day's listening task and by doing a task focusing on the prepoisitons and verbs used together. Then it goes on with two controlled practice and one freer activity on using prepositions and verbs to make questions and interviewing partner.


Abc Navigate Course Book B1 p. 91
Abc Number cards

Main Aims

  • To provide clarification and practice in prepositions used with common verbs

Subsidiary Aims

  • To provide fluency and accuracy in speaking practice in a conversation consisting of personal questions
  • To provide practice in writing up sentences by using prepositions with commonly used verbs


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will ask students about what they did in the last lesson (the previous page) and if they remember about the interview with Ilaria (p.90).

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

I will get them to listen the text and ask them some questions about the audio. It will help them remember the text and also provide a context for the target language that will be covered in the lesson.

Highlighting (2-3 minutes) • To draw students' attention to the target language

I will ask them to complete the sentences with the appropriate prepoisitions in the exercise 7a. Before whole class feedback I will pair them up for peer-check.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

In 7b, I will ask students to read the information in the box then I will clarify meaning and form by eliciting the answers from the class on the board with more examples by highlighting prepoisition+gerund use as well. Then I will draw their attention to the natural linking between the verbs and prepositions by pointing out that many of the prepositions begin with vowel sounds and it makes up a linkage between two words. I will model and get them to drill first chorally second individually.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

The course book has two parts of controlled practice (8 and 9a). In the first one, I will get them to complete the gaps using the verbs given in the box. Before eliciting the answers from the class, I will ask them to check their answers in pairs. In the next exercise, I will want them to complete the chart with the suitable verbs and prepositions. I will go through the answers after they do peer-check again. Lastly, I will ask them to go back to the sentences in 8 and discuss if they agree/disagree with them. While they are doing this activity, I will monitor and help them if necessary.

Semi-Controlled Practice (14-15 minutes) • To concept check further and enable students to practice the target language using productive skills

I will ask students to choose 4 verbs from the circle in exercise 10a and make questions using them to interview their partners. I will set 4 minutes for this. Then I will get them to pick a card from the bag, on which a number is written from 1 to 8, and tell those who have the same numbers come together. I always use this kind of tricks to make them work with different people as well. After pairing them up, I will tell them to interview each other with the questions they have prepared. I will set 5 minutes for this activity. As the second step, I will put them in larger groups (maybe of 5-6) and I will ask each to choose one of their questions and ask the other group members. While they are writing and speaking with each other, I'll be monitoring and making notes of some common mistakes related to TL or other mistakes requiring correction, then I will do some error correction on the board by giving examples of good language they have used as well.

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