Shahab Raeisi Shahab Raeisi

Grammar, prepositions (from, in, near)
Elementary level

Description

In this lesson, students learn about the prepositions through deductive approach by given examples of the prepositions in the sentences. The lesson starts with a discussion about mega cities. This is followed by grammar rules and drills. There are also some controlled practices based on the topic of the lesson. Finally there is a free practice via a speaking activity.

Materials

Abc Gap-fill handout

Main Aims

  • To provide clarification on prepositions( from, in, near) and improve students speaking skill

Subsidiary Aims

  • To provide a convinient environment for the students to communicate in a free way enhancing their communicative abilities.

Procedure

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

I greet the students and ask them how they feel. Set the scene and check the list for the absent students. I put the students in pairs using pairing method.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

I attach some pictures on the board and elicit for answers. I put some pictures on the board. Then elicit for answers I choose three answers and write them on the board which is the target of the lesson: 1: Where is Galata Tower? Is it in Taqsim? To elicit “NO” “it’s IN Shishli Galata” 2:Where is Topcapi Camii Mosque? Is it NEAR Mecidiyecoy? 3:How long is it FROM here to Antalia by Bus? The examples of the given pictures are written on the board and then drilled. Students listen and repeat. Form and rules are highlighted.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

a. In this stage students are given the handouts and complete the gaps after they have read the grammar box. I write some information on the board with gaps. They check the answers with their friends and the class. b. I write my basic information on the board and elicit for the answers. Students complete the task #2 c. I write on the board: “What’s your name?” “My name’s John Watson” I read the dialogue and miss the “Watson” I model the exercise for them and delete the extra word. I instruct : “listen and cross out the extra word in exercise “Speaking” Students listen and check their answers with a friend. thy listen again and check the answers. d. Students write a similar conversation and practice with a partners.

Productive Task(s) (10-20 minutes) • To provide an opportunity to practice target productive skills

In this stage students practice speaking the target language based on a day-to-day conversation style first by some handouts then they work freely without any help from the handouts or the teacher.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

In this stage I give them feedback on their mistakes. I also encourage them to use L1 less in their classes.

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