Main Course 1-4 / PREPOSITIONS / Day 2 of 6
GENERAL AIMS
- To increase the students’ repertoire of frequently used expressions using prepositions and adverbs.
- To help students remember which preposition or adverb collocates with the words in each of the expressions.
- To have the students become accustomed to saying the expressions with the appropriate pronunciation.
STEP SUMMARY
|
A |
Review |
Expressions from last class |
|
B |
New expressions |
Learning meaning and pronunciation |
|
C |
Speaking |
Using the expressions while speaking |
|
D |
Reinforcement |
Quiz of expressions to date & homework |
RECOMMENDED LEVELS
Intermediate Up
ACTIVITY TIME
about 25 minutes
MATERIALS
Handouts for students:
HO4 12 rows of expressions
HO5 Speaking themes
HO6 -optional- Definitions
HO7 Homework sentences
Audio MCAUD2 – Group B expressions
SPECIAL NOTES
– Note 1
– Note 2
Quickpage
Class Plan
PART A: REVIEW EXPRESSIONS FROM LAST CLASS
HO 7A ANSWER KEY GROUP A EXPRESSIONS HOMEWORK
Prepositions & Adverbs Worksheet Sentences
| A | STEP 1 | REVIEW HOMEWORK PREPOSITIONS | |
| a) | Elicit & provide the answers to the homework from last class. | ||
| b) | Say each expression and have the class repeat it with the appropriate connected speech and intonation. | ||
| A | STEP 2 | REVIEW EXPRESSIONS FROM LAST CLASS PREPOSITIONS | |
| a) | Have the students turn over their handouts. | ||
| b) | Review orally either by
1– eliciting from the class or (randomly) asking individual students what the missing (hummed) words are Ex: _____ time _____ time (from time to time) (hmm) (hmm) OR 2—giving a synonym or definition and eliciting the expression Ex: “generally speaking” (on the whole) |
||
PART B: NEW EXPRESSIONS: GROUP B (the next 2 rows)
| B | STEP 1 | LEARNING THE PARTICLES ROW 3 PREPOSITIONS | |
| a) | Tell the students to look at HO4 and tell them to focus on line 3. | ||
| b) | Also tell them to put their pens down. No writing (yet). | ||
| c) | Elicit from the class any of the prepositions / adverbs (particles) they think would go with the 3 expressions. Don’t worry about the meaning of these expressions at the moment. | ||
| d) | Confirm or provide the correct particles so the class has the answers. | ||
| e) | Have the students repeat the expressions, paying some attention to the intonation patterns as well as the connected speech aspect in their pronunciation, connecting the sounds as the words join together. | ||
| f) | After eliciting and practising the pronunciation of all 3 items, students can pick up their pens and fill in the missing particles. | ||
| g) | Go over the items one more time, making sure the class has the correct answers. | ||
| B | STEP 2 | LEARNING THE MEANING ROW 3 PREPOSITIONS | |
| a) | Say the first item (two in a row) and elicit what the students know. Try to get the students to offer possibilities (synonyms, definitions, descriptions of situations where it would be applicable) and work with what they’re saying, bringing them closer to a clearer understanding of the meaning. | ||
| b) | Do the same with the next two items in that row. | ||
| c) | Have the students repeat the three expressions, saying them ‘naturally’ with good intonation while also thinking of their meaning. | ||
AUDIO VERSION: GROUP B – MCAUD2
Prepositions (& adverbs) used in expressions
two in a row two at a time on holiday(s)
in charge (of st) on behalf of sb/st on fire
| B | STEP 3 | PARTICLES & MEANING FOR ROW 4 PREPOSITIONS | |
| a) | Repeat the above procedures in steps 1 & 2 for the next 3 items in the fourth row. | ||
| b) | -OPTIONAL- Play the audio recording and have the students repeat each expression after hearing it. | ||
| B | STEP 4 | REINFORCING MEMORY, MEANING & PRONUNCIATION PREPOSITIONS | |
| a) | Put the students into pairs, assigning roles, one person the teacher, the other the student. | ||
| b) | The teacher has the worksheet (HO4), selects one of the 12 items (mixing the six new ones learned in today’s class with the six from the previous class) and communicates its meaning in some way (providing a definition or synonym, for example). The student then has to say that expression. | ||
| c) | The ‘teacher’ continues until 6 items are done in this way. | ||
| d) | Students change roles. The new teacher chooses six items (not necessarily or exclusively the remaining six) and has the student communicate their meanings. | ||
| e) | For groups that finish early, tell them to continue changing roles, until you ask them to stop. (Continue until all students have had a chance to be in both roles.) | ||
PART C: SPEAKING
| C | 1 STEP | SPEAKING PREPOSITIONS | |
| a) | Put the students into groups of 2 or 3. | ||
| b) | Tell them to try to include at least two of the new expressions each while speaking. (It’s okay if they say one that was already used by another student.) | ||
| c) | Give them one (or both) of the themes in Group B, HO5 and five to ten minutes of speaking time. | ||
| d) | Monitor the groups and give them feedback on their pronunciation and appropriate use of the expressions (as well as other elements of the language) while they’re speaking and at the end of the activity. | ||
PART D: REINFORCEMENT
| D | STEP 1 | DEFINITIONS (OPTIONAL QUIZ) PREPOSITIONS | |
| a) | Wait until after you work on other themes in the class, perhaps at the end just before everyone is about to leave. | ||
| b) | Verbally, projected onto the screen or in the form of handouts (HO 6B), provide the students with the definitions / synonyms and elicit the expressions. (They can refer to their HO4.) | ||
| c) | Prompt them with clues for any items defying memory and make sure all 6 expressions are gone over. | ||
| d) | If you’re using HO 6B and the students have already filled in the expressions to the left of the definitions, tell them to cover everything but the blank box to the right of Group A rows 1 & 2. Ask them to write the same six expressions from memory. When they’re done, they can check below. | ||
| e) | As a final close to the theme, say each of the items using a natural form of expression in your voice and have the students repeat, mimicking those intonation patterns. | ||
| D | STEP 2 | HOMEWORK PREPOSITIONS | |
| a) | Give the students HO 7B and tell them to complete the sentences for homework by putting the correct expression into the appropriate box below those sentences. | ||
