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Time: 15 minutes
Teacher: Tahmidul Islam
Class: Nine
Class size: 18
Level: A2-B1 ( Pre-Intermediate)
Topic: Prepositions of time and place
Textbook: American English File 1 ( Student Edition)
Learning By the end of the lesson, Students should be able to
objectives: - At the end of this English lesson, the students should be able
to use prepositions of time and place properly.
- write sentences and communicate with the help of
preposition
Materials: - Computer, projector, sound system
- PDF file and worksheets
- American English File 1
Previous learning - Some Students have learnt preposition in primary school.
experience:
Brief description: - In the warm up session show the students a picture of a
clock in the projector and ask them what time is it? Ask 1
or 2 students what time does this class start? Illicit the
answer it starts at 3:30 pm. Highlight that we use the
preposition at when we say what time something
happens.
- In the Presentation stage, Demonstrate the rules of
preposition in the projector from American English File
PDF version- Grammar Bank 4B on page 130. Tell the
students to take notes of the rules of preposition for using
them in practice activities.
- In the Practice stage, Distribute the worksheet and
Tell the Students to try to complete the sentences about
Amelia's day with preposition from page 31 exercise no
4-A. Play the audio (2 41) for Students to listen and check
their answers. Tell the students to sit in pairs and
complete the exercise of 4B-(a) on page 131. Monitor the
work of the students. Tell the students to exchange their
worksheet with their peers for correction. Ask 1 or 2
Students to read their answers in full sentences. Check
their answers and correct their mistakes.
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- In the Production stage, Ask the students to form a group of

4 members and discuss their daily activities and write a
small paragraph about it.
- In the feed-back stage assess the performance of the
students on the basis of their strength and weaknesses.
Assessment: - Warm-up can help initially to gauge Ss prior knowledge.
Ask questions and check if Ss understand the prerequisite
grammar knowledge, which would be important in the
upcoming stages. If not, some adjustments or re-teaching
may be necessary. In the Practice and Production stage, by
observing Ss answers, assess if the students can use the
prepositions accurately.

Procedures
Time Procedure Materials/ Interaction Pattern
Classroom
language
1 minutes Warm Up:
- Show the students a Image of a clock in Teacher-Student
picture of a clock in the projector by
the projector and using Windows
ask them what time picture viewer.
is it? Ask the
students what time
does this class
start? Illicit the
answer it starts at
3:30 pm. Highlight
that we use the
preposition at
when we say what
time something
happens.
2 minutes Presentation:
- T<->class: Computer ,Projector Teacher centered
Demonstrate the & PDF file
rules of preposition
(preposition of time, American English
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movement & place) File-1

in Grammar Bank ( Students-Edition)
4B on page 130.
- Show 2 examples of
preposition to the
students while
describing the rules
of preposition.
- Individual work: Ask
the students to take
notes on the rules of
preposition.

5 minutes Practice:
- Distribute the Worksheet from Teacher-Student,
worksheet of American English Student-Student,
preposition among File-1(Students Pair work
the students. Edition)
- Pair work: Ask the
students to sit in Page-31 Exercise no
pairs & complete fill 4-A,4-B:Play Audio
in the blanks about file mp3
Amelia's day with (2 41) in speaker.
prepositions (in, on,
at, or, to) from
page.31 exercise no
4-A which is already
given in the
worksheet.
- Open the PDF in
projector American
English File 1.
- Play the audio (2 41) Page-131,Exercise
for Students to listen No.4B-(a) from
and check their American English
answers. File 1
- Ask the students to (Students-Edition)
complete the
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exercise of 4B-(a) on
page 131.
- Monitor the students.
- Tell the students to
exchange their
worksheet with their
peers and do peer
checking.
- Ask 1 or 2 students
to tell all the students
to match their
answers with the
correct answers.
- Controlled practice
6 minutes Production:
- Group work: Tell Student-Student,
the students to form No Material Group Work
a group of 4
members. Ask the
students to discuss
their daily activities
from morning to
night and write a
small paragraph
about it. Ask 1
group to volunteer
by reading one of
their written
paragraphs aloud
and share with
other groups.
1 minutes Consolidation:
-Provide feedback on Teacher Centered
students strengths and
weaknesses.
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10 minutes Practice Teacher-developed Focus on form through

- Pair work: Ss, in materials, p. 10-12 collaborative dialogue
pairs, discuss passive
voice usage, effect, Learners co-construct new
and intention language through
through partially socially-mediated
scaffold activity. interaction (Vygotsky,
- T monitors. 1987).
- T <-> whole class: T
discusses answers Delivery mode tailored to
with whole class. students visual learning
style. (Kaufman, 2013)

Goal-directed practice
develops greater fluency,
automaticity and mastery.
10 minutes Consolidation Teacher-developed Questioning and
- Group work: Ss, in materials, p. 13-16 application promote
groups, analyze inquiry-driven learning.
authentic language (Kaufman, 2013)
samples, including
those from other Group work: promotes
subjects, and discuss learning community and
the suitable voice learner esteem (Slavin)
and reason.
- T monitors.
- T <-> whole class: T
discusses answers
with whole class.
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10 minutes Teacher-developed Comprehensible output

materials, p. 17 (CO) hypothesis suggests
that forcing learners to
produce language is
important so they can
notice gaps in their
production and test out
hypothesis (Swain, 1995)

Misconceptions should be
eliminated as soon as
possible, as implied by
ACT-R model (Anderson,
1983).

Increase attention to the

accurate use of linguistic
form
Homework
Teacher-developed materials
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Notes on design of teacher-developed materials

- Progression in level of difficulty
- Challenging content to involve faster learners.
- Humour and sense of personal touch enjoyment, closely related to students daily lives and
personal experience. (Kaufman, 2013)
- Develop positive socio-emotional atmosphere of learning and reduces affective filter and
thus facilitate acquisition (Krashen, 1994).
- Provides opportunity to interact, active participation, engagement and construction of
meaning. (Kaufman, 2013)
- Encourage LAC and application of knowledge across curriculum, which is higher-level
learning skill (Bloom et al, 1956). Building connections encourages deeper and meaningful
learning, application, and promotes language awareness.
- Make use of authentic resources for focus on both form and meaning, also context,
intention and function, matching the lesson objectives
- Comparing and Contrasting (C-C) strategy based on Ellis (2002) and Widodo (2006)
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Anticipated problems and solutions

- Ss may get excited and noisy during the discussions. T can remind the noise-monitors to
control the noise level within each team.
- Ss may refuse to use English to discuss. T can also remind students to use English before
the activity and disqualify the teams that do not use English. T and Ss can set out some rules
during the task instruction (e.g. use English only and be quiet).
- Ss may be uncooperative during the teamwork. T can remind them their roles and
responsibility. T remind Ss that they need to cooperate in order to win.
- The class size may be too big so not every student get a chance to participate in the activity.
T can ask students to write their ideas in their notebook or on the worksheet. T can also use
pair work or group work to maximize student participation. T can also use chorus reaction.
- Ss may come up with lots of ideas in Chinese. T can scaffold students to express their ideas
in English. T can also respond to English use only.
- Ss may not be ready to share their ideas in front of the whole class. T can ask students to
chat with their friends first, to rehearse their language, or to write their ideas.
- Ss may not have any ideas. For those with little ideas, Ss can exchange ideas with their
neighbors first. T can ask them to do read-aloud, or role-play so as to stimulate more ideas.
- Some faster learners may finish the activity earlier. T can assign a more difficult activity, a
qualitative extension of the original activity, help preparation for the next activity, which is
at the end of the materials. These meaningful, short and challenging activities help
pleasantly engage the faster learning.
- Ss may get excited and noisy during the game. T can remind the noise-monitors to control
the noise level within each team.
- Ss may be uncooperative during the teamwork. T can remind them their roles and
responsibility. T remind Ss that they need to cooperate in order to learn.
- The class size may be too big so not every student get a chance to participate in the activity.
T can ask students to write their ideas in their notebook or on the worksheet. T can also use
pair work or group work to maximize student participation. T can also use chorus reaction.
- This lesson will be conducted after the recess. Students may be a bit overexcited at the
beginning of the lesson.
- Ss may get excited and noisy during the pair work. T need to remind them.