This lesson plan aims to teach students about prepositions of location and direction. The 1.5 hour lesson will use videos, PowerPoint slides, and interactive activities to help students understand and demonstrate the use of prepositions when asking about and giving locations and directions. Key skills include asking for and giving simple directions using the target language. Students will watch videos, identify prepositions, and practice asking and answering questions about locations. For homework, students will draw maps and write dialogs asking for and giving directions to assess their learning.

1. English Class Lesson Plan
Giving directions and locations
Level: Basic
Time: 1h 30 min. per day.
Age: children, young and adults
Teacher: LilianMelviCamaraChura
Headings of the lesson
Main Aim:To understand and demonstrate the use of prepositions – by asking
about and giving locations, by asking for and giving simple directions – as accurate
as possible through the use of TICS.
Sub Aim: To focus on grammar functions / structures, language and vocabulary
development.
Personal Aim:To motivate students to participate and work through an integrated
skills framework all through the use of technology in ESL.
Language Input:Make effective use of the taught vocabulary, grammar functions
and structures (by employing the appropriate prepositions, the correct sequence
words in giving directions, and imperatives).
Skills:

The students are acquainted with audio-visual equipment used in real-life
classroom settings.

They are capable of asking about and giving locations as well as of asking for
and giving simple directions.

Most of them can interact in the target language, however with lapses in the L1.

2. Anticipated Problems: The students may have problems with the use of power
point, you tube videos.
Material/Aids:Use of power point slides and short video extracts focusing on the
use of prepositions of location and direction.The use of videos with Camtasiawith
prepositions for revision.Supplementary material for further practice.
Procedures
Stages
Time
Focus
Pre-Task
T- Ss
T -Ss
S-S
Brief Description of activity
Purpose/aim of
activity
Tell students play a video
To arise
song and that they will have students
to identify what the lesson is interest.
going to be about.
Give students a sheet of
paper. Inform students that
they will have to fill the
blanks in order to
remember the content of
the video song
To generate
their
background
knowledge on
prepositions of
place and
direction.
Inform students that this
video song will help them to
practice the key vocabulary
words and phrases needed
for certain tasks.
Students must briefly
introduce the topic.
Task
T-Ss
Students’ attention is
attracted via the Camtasia
short video in order to
introduce them to the theme
To enhance a
real-life and
communicative
purpose for

3. and vocabulary bank.
Ss
T-Ss
interaction.
Students note down as
many prepositions they can
hear and/or recall as
possible.
To involve
students in realworld tasks and
expose them to
authentic
language in
order to be
used outside
the class.
Teacher elicits responses
through peer interaction
(some definitions are given
in the L1).
With the help of the power
point slide and tutorials
students practice certain
prepositions of place.
Students watch a 2nd short
video in their classroom.
Students must point out
where they are seated for
practicing prepositions.
They take turns. For further
practice, the teacher asks
them to give all the possible
locations of their seating in
their classroom.
Post-Task
T-Ss
T-Ss
S-S
T-Ss
.
The teacher summarizes all
the taught prepositions with
the help of the power point
slides – which are also
distributed to the students
to provide them with the
opportunity of review at
home.
Improve their
self-confidence
in speaking.
Improve their
oral skills
through pairwork interaction
and turn-taking

4. Students are asked to draw
a street map where they
select and highlight several
locations as reference
points to be used in the
activity assigned for
homework.
Based on their sample map
(that is show in the
teacher’s blog) they are
asked to write down 4 short
dialogues where A asks for
directions and B gives
directions. These directions
can also be practiced
verbally in a role play to
develop fluency and
confidence in speaking –
with student A giving
directions from the map and
student B tracing the path
onto a blank version of the
same map.
The teacher tests students’
knowledge on prepositions
of direction and location.
without teacher
intervention.
To give
opportunities
for
contextualized
their own
reality.
To express
their own ideas.