- Introduce or review places in the city by placing flashcards or pictures on the board. Number the pictures, eg
3. town hall
6. car park
8. bus station
- Get the children to identify the places by asking questions, eg What number is the library? What number is the park? etc
- Write the names of the places under the flashcards.
- Get the children to read the words aloud.
Making the cut-out
- Hand out the worksheets. The children cut out the ‘map’ of the city on Worksheet 1 (notice that the squares are numbered from 1 to 10).
- The children colour the small rectangle in each of the ten squares on the map (these rectangles indicate the position of the doors). Colouring these will help children to recognize the orientation of the buildings when they assemble the city in Session 2.
- Next the children cut out the eight buildings (A) on Worksheets 2 and 3 and assemble them, folding and gluing them as in the following illustration:
- Ask the children to show you each building: Show me the cinema. Show me the hospital.
- The children cut out the labels on Worksheet 1 and match the words to the buildings. (They should not glue them yet – check that they have matched the words and buildings correctly first). Note: there is no building for park orcar park (see below).
- The children glue the labels to each building as in the illustration below (notice that each building has a front door – the label should be glued to the top of the building on that side).
- Next they cut out and fold the Park label and glue it in the shaded area of rectangle 5 on the map of the city.
- The children cut out square B and the car (C) on Worksheet 3. They fold along the dotted line and assemble the car.
- They glue the car in square B and then glue the Car park label in the shaded area of square B.
- Then they cut out, fold and assemble pictures D (trees) and E (bus and cars) in the same way. They will use these later to decorate their city.
- Make sure the children leave all the material ready for the next session.
- Introduce or review prepositions of place. Draw a map of part of a city on the board (similar to the one on Worksheet 1; it is important to draw a door in each square, as on the worksheet).
- Place two flashcards or pictures of buildings on your map. Ask questions, egIs the toyshop behind the hospital or opposite the hospital? … Yes, it’s opposite the hospital. Repeat with other flashcards or pictures until all the prepositions of place have been reviewed.
- Finally write the prepositions of place on the board. You can also draw arrows to illustrate the meaning of each preposition:
Completing the cut-out
- Review the places in the city by asking the children to show the different buildings they made in the last session: Show me the school. Show me the museum. etc.
- Place the flashcards or pictures on the board as on the map and describe the city, starting with the park (rectangle 5 on the map of the city). You can use the following description or invent a new one (make sure you include examples of all the prepositions): There is a bus station in front of the park. There is a hospital behind the park. There is a toyshop opposite the hospital. The town hall is behind the toyshop. The town hall is between the toyshop and the cinema. There is a car park opposite the town hall. There is a museum opposite the cinema and next to the car park. There is a school in front of the car park. There is a library next to the school.
- Ask the children to put their buildings on the map. Check that each building is in the right place by asking questions, eg What number is the school?
- Now the children glue the buildings to the map.
- Finally, they can complete their cities by gluing the trees in the park and the cars and bus anywhere in the streets as decorative elements.
Divide the class into pairs. Child 1 describes the city to Child 2, making true and false sentences. Child 2 says True! or False! and corrects the false sentences. After 3 sentences, they swap roles. Do a few examples with the class before they start to make sure they understand what they have to do.