4. Prepositions of Place in, at, on a. We use in when we think of a place as three-dimensional.
For Example: Simon is in his room.
We also use in when we think of a place as an area.
For example: We went for a walk in the park.
b.We use at when we think a place as a point.
For example : I will meet you at the station. a meeting point
c. We use on when we think of a place as a surface.
For Example : I will put this picture on the wall.
We also use on when we think of a place as a line.
For Example : Memphis is on the Missisipi river.
d. With cities, towns and villages, we use at when we think of the place as
a point e.g. a point on a journey. For example, Our train stops at
Brighton . But we use in when we think of the place itself e.g. He’s got
a flat in Milan .
e. With buildings, we can often use at or in. She works atin the post
office. We normally prefer at when we think of the building quite
generally as a place where something happens.for example, My brother
is at university .But we use in when we think of the building itself.
f. With addresses, we use at when we give the house number; in British English,we use in when we just give the name of the street. For
example, I live at 42 East Street and I live in East Street. We use on for the number of the floor e.g. I live in a flat on the first floor.
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B. Pictures
1. Definition of Pictures
A picture is not only worth a thousand words, it can also be used in a wide variety of teaching activities.
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Pictures have motivated the students,
15
Digby Beaumont and Colin Granger, English Grammar, Oxford:Heinemann, 1989,p.252.
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Robert J. Nielsen. Picture-Based Drills and Exercises, English Teaching Forum XXII,No.3, 1984,p.30.
made the subject clearer, and illustrated the general idea and forms of an object or action which is particular to a culture.
Pictures are versatile and useful resources for teaching aspects of grammar that require a structure-meaning match. They can be used in all
phases of a grammar lesson for example in presentation, focused practice, communicative practice and for feedback and correction. Interesting or
entertaining pictures motivate students to respond in ways that more routine teaching aids, such as a textbook or a sentence on the board, cannot.
Although they can be used to advantage at all levels of proficiency, they are especially useful with beginning and low-intermediate learners, who
sometimes have trouble understanding long or complicated verbal cues. Pictures can also be used in various configurations to enhance
learning a nd practice. They introduce a great deal of variety into the classroom. Pictures can be presented in pairs: the same object or person on
two different occasions or two different objects or people. Pictures can be grouped into semantically related sets that contain from ten to twenty items,
representing animals,vehicles,flowers, fruits,etc.
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From the statements above, it shows that picture is one of the visual media that can be used as a tool for explaining material presented or
the real things that can give a clear description about the problem described. In order to be understood, teaching and learning process will go more
effectively if there is a picture.
2. Types of Pictures There is a wide variety of uses to which pictures can be put to
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