"I'm lost!": Tell students "I'm lost! and ask Where am I?" Use this to elicit different prepositions of location "We're in school." Where is the school? On what street? "It is on Emin." Near what metro station? Etc.

Using oh so many cat pictures, I will elicit the prepositions. 1) Where is the cat? 2) When students answer correctly, drill the the word, if new 3) Drill the entire sentence, back-linking e.g. "on the table," "The cat is," "The cat is on the table." 4) Show the students the sentence in whole on the board

1) Briefly explain e.g. "We use these words to say where things are" 2) Put a chocolate on the table "Where is the chocolate?" 3) Repeat this for all 6 prepositions (using another object, probably a water bottle, for "next to," "behind," and "in front of." *End with "in"

Students will complete two activities to help clarify the use of the new grammar. After they finish they will check their answers with their partner. I. Jumble 1) Show students the exercise and explain it is a jumble. Use Mohammed's patented move. 2) Tell them to check with their partner after they finish. 3) Hand out the exercise. 4) Briefly review the answers as a class, correcting and drilling as necessary II. Complete the sentence 1) Instruct students they will complete sentences 2) Point to the activity and ask them to complete 3) Check with partners after 4) Briefly review the answers as a class, correcting and drilling as necessary

Students will work in pairs to complete an information gap activity. Each student will be given two pictures of two rooms. Their partner will have two different pictures of the same room. Using the TL, students will answer their partner's questions about the pictures. Early finishers will move on to the second picture. no *Students must not show their partner the picture. I will make sure to mime this and ask an ICQ e.g. "Do you show your picture?" *Use the A and B markings to clarify instructions

Students will perform a less controlled information gap activity, this time mingling in order to find the student with the same picture they have (their twin). 1) Show students a picture of twins. Ask "These people are.." After eliciting twins, explain they are the same. 2) Tell students they will look for their twin. 3) Show them the cards. Show two that are the same and say "twins." Two that are not the same and say "not twins" while shaking head. 4) Mime hiding the card (from other people) 5) Explain they should ask other students questions using the TL e.g. "Is the bird in the tree?" 6)Hand out the cards 7)Gesture to everyone to stand up and begin