Lesson Plan

SCHOOL:
TEACHER:
GRADE: 5th
NUMBER OF STUDENTS:
LEVEL: starter, 1st year of study; 2nd language
TEXT BOOK: Snapshot Starter, Brian Abbs, Ingrid Freebairn , Chris Barker (Longman)
DATE: February the 14th
TOPIC: Places in town; Place prepositions
UNIT 9: Welcome to Brighton

AIMS:
- ask and say where places are
- use the new vocabulary related to places in town
- use place prepositions (in/on (road), next to, near, behind, in front of, in the center
of, on the corner of, opposite, between and ) in a given context

OPERATIONAL OBJECTIVES: By the end of the lesson the Ss will be able to:
- make up three sentences using place prepositions (in/on (road), next to, near,
behind, in front of, in the center of, on the corner of, opposite, between and )
- ask one polite question and answer where paces are

TIME: 50 min
SKILLS INVOLVED: reading, speaking, listening

TEACHING AIDS: Students Book, Workbook- Snapshot Starter; worksheet

STAGES:
Activity 1: Warm up (2 min)
Teacher's activity: T checks homework, if any. Teacher tells ss what they are about to do
/ the aims of the lesson: Today were going to learn some information about Brighton and
how to say where places are situated. T writes the title on the bb. T asks Ss some warm
up questions about Brighton in L1, if necessary: Do you know where Brighton is? Do you
remember if this town was mentioned before in the book? Do you know some coast line
towns in Romania? (Constanta- Mangalia, Eforie Nord, Sud, etc.) What can you do in a
seaside town?
Reading fluency activity
T prompts ss to read the text on page 54 about Brighton. T explains any unknown words.
Students'activity: Ss greet T. Try to answer Ts questions. Ss read the text.
Interaction: T Ss; Ss T
Skills: speaking, reading

Activity 2: Lead in; Introducing the new topic (5 min)

Teacher's activity: T asks four children to come in front of the class. Demonstrates
BEHIND: T stands behind a child and says: Im behind + name. T repeats with the
others. T asks two children to stand behind the others. T asks the class: Wheres + name?
Elicited answers: Name + is+ behind + name/ you. Ss change positions and repeat. T
repeats the procedure to demonstrate IN FRONT OF+ NAME, BETWEEN + NAME+
NAME, IN THE CENTER OF+ ALL THE CHILDREN.
Students'activity: Ss follow Ts instructions; ask possible questions.
Interaction: T Ss; Ss T
Skills: speaking

Activity 3: Controlled practice (10 min)

Teacher's activity: T adds to the prepositions presented earlier in the lesson: next to, on
the corner of, in/ on (road), opposite, near. T hands out ss a drawing with example of
buildings to demonstrate the other prepositions. T asks Ss: Wheres the school? Its on
road/ street. Wheres the cinema/ police? Its opposite the . Wheres the bus station/ the
hospital? T provides some sentence starters on the bb, eliciting the correct answers.
Students'activity: Ss have a look at the worksheets and give the correct answers.
Interaction: T Ss; Ss T
Skills: speaking.

Activity 4: Listening activity (5 min)

Teacher's activity: Pre- listening: T prompts ss to read the list of places on page 54 and
checks any problem with vocabulary at this point. Then, ss, can work in pairs to try and
find the places in the list on the map.
T tells ss to have a look at ex. 1, page 55. T elicits the question they will ask:
Excuse me, ? T gives a brief open pairs practice to ensure everyone knows what
to ask/ do with the already done examples in the students book.
T plays the tape, once or twice if needed.
Students'activity: Ss follow Ts instructions. Ss in pairs ask and answer questions using
the map, to practise the prepositions. Ss listen to the tape and find the places on the map.
Interaction: T Ss; Ss Ss; Ss T
Skills: listening

Activity 5: Free practice (10 min)

Teacher's activity: T instructs Ss to read the task at exercise 2, page 55. Ss have to work
in pairs to find out where the places on the map are using the prepositions in the brackets.
T acts out an example with the help of a student:
A: Excuse me, wheres the Grand Hotel?
B: Its on Kings Road.
A: Thank you.
B: Youre welcome.
In order to help ss, T can write on the bb sentences starters. T checks Ss dialogues in
pairs. T plays the tape twice and ss check their answers.
Students'activity: Ss follow Ts instructions; make up the conversations dialogues in
writing and then ask and answer as instructed by the teacher. Ss listen to the tape and
compare the answers with their own.
Interaction: T Ss; Ss Ss; Ss T
Skills: speaking
Activity 6: Assessing the global understanding (10 min)
Teacher's activity: T instructs ss to draw a map similar to the one given on the
worksheet earlier during the lesson and use the structure from exercise 1 and 2 from the
dialogues to make up short dialogues of their own.
Students'activity: Ss work in pairs to follow Ts instructions.
Interaction: T Ss; Ss Ss; Ss T
Skills: writing

Activity 7: Feedback; Assigning homework (3 min)

Teacher's activity: T gives some thumbs up to the ss who managed well during the
lesson, assigning marks if possible and encourages the other ss who tried to give correct
answers but failed. T explains homework- Ss who havent finished the examples carry on
at home and from the workbook exercise 4, page 38.
Students'activity: Ss ask questions regarding the lesson and/or the homework.