Caroline Kouma Caroline Kouma

Teaching Practice 2 (Introducing from, near, in)
Elementary level


In this lesson, students will learn to use "from," "in" and "near" in reference to countries, regions and towns. They will begin by answering a few questions about the listening in the preceding lesson. Then, they will be introduced to the grammar rule through guided questions with visual materials. Students will complete three controlled practice activities. Finally, students will engage in a whole class mingle to use the rule in production.


Abc Ex.1, p. 139

Main Aims

  • To provide clarification of "from," "in" and "near" in the context of countries, regions and towns.

Subsidiary Aims

  • To provide fluency speaking practice in the use of "from," "in" and "near" in the context of countries, regions and towns.


Lead-In (3-5 minutes) • To relate the lesson to the previous context.

Show a picture of a man with the caption, "Miguel Hernandez." Ask, "Who is this?" When students answer, ask, "Where is he from?" and, finally, "Where is Madrid?" Remind students of previous listening activity if necessary. Do the same with a picture of a man and woman with the caption, "Louise and Scott Maloney."

Teach (6-8 minutes) • To clarify the target language.

Show/chest map of Turkey. Ask, "What is this?" Choose one student and ask, "Where are you from?" Then ask, "Is ______ in Finland?" Help the first student to fully answer, "No, ______ is in Turkey." Finally, ask if their town is near or far from Istanbul, helping the first student to give a full answer. (i.e. "It is far from Istanbul." Not, "far.") Ask many students this question.

Controlled practice (5-7 minutes) • To provide students with controlled practice of the target language.

Write the first sentence of the exercise on the board. Ask students to choose the correct answer. Chest HO and instruct students to choose the right answer on their own. Once they have finished, have them check their work in pairs. Finally, check the answers as a WC.

Test #1 (7-9 minutes) • To check the students understanding of the target language.

Demonstrate this activity with one student by giving that student a demo picture of a character with a flag. Ask, "Who is this?" Then, "where is he/she from?" Finally, "Is (country) near or far from Turkey? Is it near or far from (country)? From (country)?" Then gesture that student should ask the same of you. Put students into pairs. Give each pair a packet that includes 2 characters with flags (European country) and map of Europe. Put next exercise on board while students are working.

Controlled practice #2 (5-7 minutes) • To provide students with controlled practice of the target language.

During previous activity, write ex. 1, p. 19 on the board, leaving blanks empty. Include a demo sentence at the top. When students have finished, bring their attention to the board and demonstrate the next exercise miming the parts of teacher and student and holding up the correct preposition card while reading aloud. Check for comprehension and then hand out a set of preposition cards to each student. Read the dialogue aloud, stopping at blanks for students to hold up their answers. Quietly correct mistakes before continuing to the next blank.

Speaking practice (6-9 minutes) • To provide students with practice in speaking using the target language.

Divide students into groups. Demonstrate with two students that one student will ask a question to the whole group. The questions will then be passed on to the next group member until all questions have been answered. ICQs: - How many questions will you ask? (one) - Who will answer the questions? (everyone) - And then you will...? (give the questions to the next person)

If-Time Activity (8-10 minutes) • To provide conversational practice of the target language.

T will chest "Find Someone Who..." handout and demonstrate instructions. T will then give HO to all Ss and instruct them to stand up and complete activity with WC. When Ss have finished, T will follow up on answers.

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