Lesson Plan Form

Teacher: MEHDI MAICHOUF Date:

Length of Lesson: 2H Level: TEENS Book & Unit:

What are you teaching?

Language points​ – (List the specific vocabulary; grammar points – form meaning and use;
pronunciation point; specific phrases; concept you will teach)
LEARNING THE DIFFERENCE BETWEEN IN ON and AT.

Language skills – ​Circle​ ​the primary skill/s you will teach and ​underline​ other skills
students will use to help them learn.

​Speaking Listening Reading Writing ​ Grammar ​ Vocabulary Pronunciation

What are the lesson objectives?

​ hich you will be able to see in class.

Be specific and describe ​observable student behaviors, w
By the end of the lesson, students will be able to…

1. KNOW HOW TO USE in on at

2. KNOW WHEN TO USE IN ON AT

 
 Lesson Plan
Time Procedures/Steps Students’ Role Target

9-30 Give pairs two

1. Warm-up minutes to
consider each
Ask students to work in pairs and write the prepositions “at”, preposition.
“for” and “to” in their notebooks. Using those prepositions, While students
students will think about phrases that they could say in the are working,
following situations: copy the
exercise on the
● At the airport whiteboard,
● At a restaurant along with these
● In an Uber possible
answers.

Look at the time!

AT
I’m mad at you for being late.

I’m aiming at arriving in 30 minutes.

I’ve been waiting for 5 hours.

FOR
I’ve already asked for the cheque.

Watch out for that car!

I’m flying to Istanbul.

TO
I’m looking forward to dessert.

I don’t like talking to other passengers.

 
9:30-10 2. Gap fill and meanin
Ask students to
1. I’m ____ it. A. On complete the
following
phrases. Do not
2. I’m in a _____. B. Hurry provide the
answers (they
are below for the
3. He’s asking ____ it. C. For teacher’s
reference). In
pairs, ask
4. What are you ____ for? D. Waiting students to
briefly define the
5. You’re ____ of touch. E. Out meaning of each
phrase, in their
own words.
6. That’s out of the ____. F. Question

7. What are you ____ at? G. Getting

Share a few definitions with the class and teach the meaning
of each phrase (below):

● I’m on it. ​(I’m taking action, I have a plan.)

● I’m in a hurry.​(I don’t have enough time, I have to
move quickly.)
● He’s asking for it.​(He’s behaving in a way that means
it’s likely there’ll be an unpleasant consequence.)
● What are you waiting for?​(Why are you delaying?)
● You’re out of touch.​(You’re not aware of something.)
● That’s out of the question.​(That’s not possible.)
● What are you getting at? ​(What are you suggesting,
10-1015 but not saying directly?)

1015-1045 Part 2:
Rearrange the
1. Ahmed is being rude to the A. “He’s asking for it.” following
referee. questions and
ask students to

 
 2. Lucas keeps smirking at me B. What’s he getting at? match the idioms
from across the class. to the
3. Everyone’s already left for
C. What are you waiting situations*.
Some students
the party. for?
might not know
4. Mind if I borrow $50? D. That’s out of the what these
question. idioms mean.
5. What’s Brexit? E. Victoria is out of touch Monitor, allow
with current events. students to teach
6. Could someone hand me my F. I’m on it! each other, then
bag? check
understanding
7. Hey, watch where you’re G. Sorry, I’m in a hurry. together as an
going! open class.

1045-11
4. Wrap-up

This activity works to complement and circle back to the

warm-up. Students will discuss in new pairs or groups of
three, revising once again the warm-up situations (airport,
restaurant, Uber ride), sharing their personal experiences,
while using as many of the phrases that they’ve learned from
this lesson. This time, the teacher should monitor and ensure
that students are using a variety of phrases correctly.

Homework

Notes for
Next Class