Name of the Teacher Date Level of the class Length of lesson
15.04.2024 Pre-Intermediate (A2) 60 minutes
Course you are taking: 120-hour Level 3 Course
Lesson Type: Grammar
Lesson Topic: Prepositions of place
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Understand the meaning and functions of prepositions of place. Developed a solid understanding of prepositions of place and their usage
in describing object locations.
Use prepositions of place accurately in sentences to describe object
locations. Practiced using prepositions of place accurately in sentences and
conversations.
Apply prepositions of place practically in conversations, such as giving
directions or describing scenes, to improve communication skills. Increased confidence in their ability to effectively use prepositions of
place in English-speaking environments.
Target language:
In, at, on, next to, between, under.
Example Sentence:
1. The picture is on the wall.
2. The keys are next to the door.
, Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
target language). 1. Acknowledge and respect the linguistic diversity within the classroom. Plan activities
that help students understand how prepositions work in English compared to their
native languages. Use examples and exercises that highlight similarities and
1. L1 (First Language): differences between English and their languages. Encourage students to use English
Students come from multilingual backgrounds including China, Saudi Arabia, and only during the lesson. This rule helps reduce confusion and strengthens their English
Italy. Each of these languages has its own unique grammar and syntax, which may skills.
cause confusion. Differences in the way prepositions are used and structured in
their native languages may influence how students perceive and use prepositions of 2. Use activities that cater to different learning styles and preferences, such as visual
place in English. aids, kinaesthetic activities, and group discussions. Keep instructions clear for both
younger and older students. Facilitate peer to peer learning by group or pairing
2. Age (18-35): students across different age group, encouraging older or more experienced students
to mentor younger or less familiar students. This mentoring role not only enhances
The age range of students is between 18 and 35 years old. While this range isn't
learning but also boosts the confidence of both the mentor and the mentee.
extreme, there may be differences in learning preferences and maturity levels
among students. Due to these differences, some students might already know some
prepositions of place, potentially finding the lesson less engaging. 3. Break down concepts into manageable chunks and provide ample opportunities for
practice and reinforcement. Use clear examples, practice regularly, and offer extra
help when needed to make learning easier for the students. Provide differentiated
3. Level of students (A2): instruction to meet the varying needs of students within the same proficiency level.
Students are at a pre-intermediate (A2) level of English proficiency, indicating that
they have a basic understanding of English grammar and vocabulary, but they may 4. To address these challenges with prepositions of place, it's essential to provide
still find it challenging to grasp more complex language structures, including the learners with clear explanations and examples that illustrate the differences in usage.
correct usage of prepositions of place. Practice activities that provide opportunities for learners to use prepositions in
context can also help reinforce their understanding and improve their accuracy in
using the target language. Additionally, providing feedback on errors can help
4. Target Language: learners internalize the correct usage of prepositions.
English prepositions, particularly those related to place, can pose challenges for
learners due to their diverse meanings and contextual usage. Learners may find it
difficult to discern the appropriate preposition to use in various situations, such as 5. Clear communication and setting consistent expectations can help create a
deciding between "in," "on," or "at." This uncertainty can result in confusion and harmonious learning environment for everyone. Promote cultural sensitivity and
inconsistencies in their language usage. inclusivity by fostering an environment of respect and understanding, students can
Additionally, the form of prepositions, including their position in a sentence and feel valued and included, leading to improved cooperation and collaboration.
Encouraging open dialogue and mutual respect among students from diverse
their compatibility with different types of nouns (e.g., countable vs. uncountable),
can present difficulties. For instance, learners may struggle to determine whether backgrounds can also foster a sense of community and belonging in the classroom.
to use "in" or "on" when describing object locations, leading to errors in sentence
structure.
5. Culture diversity:
15.04.2024 Pre-Intermediate (A2) 60 minutes
Course you are taking: 120-hour Level 3 Course
Lesson Type: Grammar
Lesson Topic: Prepositions of place
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Understand the meaning and functions of prepositions of place. Developed a solid understanding of prepositions of place and their usage
in describing object locations.
Use prepositions of place accurately in sentences to describe object
locations. Practiced using prepositions of place accurately in sentences and
conversations.
Apply prepositions of place practically in conversations, such as giving
directions or describing scenes, to improve communication skills. Increased confidence in their ability to effectively use prepositions of
place in English-speaking environments.
Target language:
In, at, on, next to, between, under.
Example Sentence:
1. The picture is on the wall.
2. The keys are next to the door.
, Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for the
target language). 1. Acknowledge and respect the linguistic diversity within the classroom. Plan activities
that help students understand how prepositions work in English compared to their
native languages. Use examples and exercises that highlight similarities and
1. L1 (First Language): differences between English and their languages. Encourage students to use English
Students come from multilingual backgrounds including China, Saudi Arabia, and only during the lesson. This rule helps reduce confusion and strengthens their English
Italy. Each of these languages has its own unique grammar and syntax, which may skills.
cause confusion. Differences in the way prepositions are used and structured in
their native languages may influence how students perceive and use prepositions of 2. Use activities that cater to different learning styles and preferences, such as visual
place in English. aids, kinaesthetic activities, and group discussions. Keep instructions clear for both
younger and older students. Facilitate peer to peer learning by group or pairing
2. Age (18-35): students across different age group, encouraging older or more experienced students
to mentor younger or less familiar students. This mentoring role not only enhances
The age range of students is between 18 and 35 years old. While this range isn't
learning but also boosts the confidence of both the mentor and the mentee.
extreme, there may be differences in learning preferences and maturity levels
among students. Due to these differences, some students might already know some
prepositions of place, potentially finding the lesson less engaging. 3. Break down concepts into manageable chunks and provide ample opportunities for
practice and reinforcement. Use clear examples, practice regularly, and offer extra
help when needed to make learning easier for the students. Provide differentiated
3. Level of students (A2): instruction to meet the varying needs of students within the same proficiency level.
Students are at a pre-intermediate (A2) level of English proficiency, indicating that
they have a basic understanding of English grammar and vocabulary, but they may 4. To address these challenges with prepositions of place, it's essential to provide
still find it challenging to grasp more complex language structures, including the learners with clear explanations and examples that illustrate the differences in usage.
correct usage of prepositions of place. Practice activities that provide opportunities for learners to use prepositions in
context can also help reinforce their understanding and improve their accuracy in
using the target language. Additionally, providing feedback on errors can help
4. Target Language: learners internalize the correct usage of prepositions.
English prepositions, particularly those related to place, can pose challenges for
learners due to their diverse meanings and contextual usage. Learners may find it
difficult to discern the appropriate preposition to use in various situations, such as 5. Clear communication and setting consistent expectations can help create a
deciding between "in," "on," or "at." This uncertainty can result in confusion and harmonious learning environment for everyone. Promote cultural sensitivity and
inconsistencies in their language usage. inclusivity by fostering an environment of respect and understanding, students can
Additionally, the form of prepositions, including their position in a sentence and feel valued and included, leading to improved cooperation and collaboration.
Encouraging open dialogue and mutual respect among students from diverse
their compatibility with different types of nouns (e.g., countable vs. uncountable),
can present difficulties. For instance, learners may struggle to determine whether backgrounds can also foster a sense of community and belonging in the classroom.
to use "in" or "on" when describing object locations, leading to errors in sentence
structure.
5. Culture diversity:
