HEAAADERLOGORIGHT

GENERAL ENGLISH · GRAMMAR PRACTICE · INTERMEDIATE (B1-B2)

PREPOSITIONS
OF MOVEMENT:
TO, INTO, IN, AT

QrrkoD Scan to review worksheet

Expemo code:
1F1V-51L3-6A7

1 Warm up
Look at the sentences below and say if the given statements are true (T) or false (F).

• She walked into the room.

• They drove to the city.

• The kids played in the park.

• He arrived at the airport early.

1. "Into" is used to indicate movement towards the interior of something

2. "To" is used to indicate being inside a larger, defined area (like a park).

3. "In" is used to indicate movement towards a specific destination.

4. "At" is used to indicate a specific location.

FOOOOTERRIGHT Learn without forgetting! 1/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

2 Language point: to, into, in, at (theory)

We often use ‘to’, ‘at’, ‘in’ and ‘into’ when we talk about movement. Study the boxes below.

Use and examples of ’to’

• We use to to show movement in the direction of a specific destination:

go to London fly to Japan

on my way to England a journey to Australia return to the office

• special uses

Welcome to London! I’ve been to France five times.

NOTE: We do not say to home:

I’m on my way home. (not ‘to home’)

FOOOOTERLEFT Learn without forgetting! 2/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Use and examples of ’into, in’

• go into, get into, etc. → enter (an enclosed space)

go into the room get into the car break into the house

• We can sometimes use in instead of into

come in the house Throw it in the bin.

• After some verbs, we use into for movement that results in physical contact

crash into a tree run into a wall walk into a lamppost

Use and examples of ’at’

• After some verbs, we use at to show the target of an action

Why did you throw the ball at me?

• We use at after arrive for buildings and events

arrive at the hotel arrive at the party

• But we use in after arrive for countries and cities

arrive in London arrive in France

FOOOOTERRIGHT Learn without forgetting! 3/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

3 Language point: to, into, in, at (practice)

Part A: Complete the sentences with ‘at’, ‘in’, ‘into’ or ‘to’. Sometimes you can use ‘into’ or ‘in’. If a gap
doesn’t require a preposition, leave it blank (-).

Group 1:

1. Are you going Paul’s birthday party tonight?

2. What time is your plane arriving London?

3. Have you ever been Russia?

4. Giorgio lives France. He moved

Paris 10 years ago.

5. While I was walking down the street, I bumped an old friend from
school.

6. Welcome our city! Have you been

the town square yet?

Group 2:

1. When I arrived the station, the train had already left.

2. You look tired. I think you should go bed.

3. Why did you kick the chair me? What did I do?

4. Peter got his car and drove home.

5. That was terrible! Try to shoot the goal next time!

6. What time did you get home last night?

Part B: Look at the places below. Say where you have been or haven’t been.

London Tokyo Sydney Rome the USA Africa

FOOOOTERLEFT Learn without forgetting! 4/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Part C: Complete each sentence with ‘to’, ‘in’, ‘into’ or ‘at’ plus one of the words below.

Group 1:

a glass a tree in Melbourne the baker’s the office the police station

1. What time did you arrive ? The boss wasn’t very happy.

2. She poured some wine and made a toast.

3. I’m on my way to buy some bread.

4. The driver was so drunk that he drove . Luckily, he wasn’t hurt.

5. After such a long flight, Mr. Steel was exhausted when he arrived .

6. Somebody stole my smartphone, so I went to report the theft.

Group 2:

a party home Italy the airport the referee the suitcase

1. The football player was so frustrated that he threw the ball !

2. John speaks Italian very well. He has been many times.

3. Last night was crazy. I had never been like that before.

4. I’m on my way What’s for dinner?

5. I packed all my clothes and drove

to catch my plane.

4 Listening comprehension
Part A: Listen to the two recordings about two people’s days and choose the correct answers.

Passage one

1. Why did Sarah decide to go to the park?

a. to meet her friend b. to go for a walk c. to watch the ducks

2. What did Sarah notice near the pathway?

a. playground b. open field c. beautiful flowerbed

3. What did Sarah and her friend do at the pond?

a. Watched the ducks b. Played with the dogs. c. Fed the ducks.

4. Who was playing in the playground?

a. Sarah and her friend b. children c. ducks

FOOOOTERRIGHT Learn without forgetting! 5/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Passage two

1. Who greeted Mark at the main entrance?

a. friend b. librarian c. teacher

2. Which section did Mark visit first in the library?

a. non-fiction b. children’s section c. fiction

3. What was the story about that Mark listened to?

a. adventurous pirate b. magical forest c. alien invasion

4. How did Mark feel when he left the library?

a. disappointed b. tired c. content

Part B: Now complete the transcript with the correct preposition ’to’, ’into’, ’in’ or ’at’. Listen and check.

Passage one:

1
Speaker: Sarah decided to go for a walk in the park. She walked the
2
entrance and saw her friend standing the gate. They both
entered the park and strolled along the pathway. Sarah noticed a beautiful flowerbed
3
and sat down on a bench nearby. After a while, they walked
4
the pond and watched the ducks swimming the water.
5
As they continued their walk, they saw children playing
6
the playground and dogs running around the open field.
7
Eventually, Sarah and her friend left the park and went
8
a café the corner of the street.

Passage two:

1
Speaker: Mark decided to spend his Saturday afternoon the
2
local library. He walked the main entrance and was
3
greeted by the friendly librarian. Mark first headed
the fiction section, where he browsed through various novels. After selecting a couple
4
of books, he moved the reading area and settled
5
a comfortable chair. As he read, he noticed a group of
6
children gathered the corner for a storytelling session.
Curious, he joined them and listened to a captivating story about a magical forest. After
the session ended, Mark decided to explore the non-fiction section and found a book
on ancient civilisations that piqued his interest. Satisfied with his finds, Mark checked
out his books and left the library, feeling content with his productive afternoon.

FOOOOTERLEFT Learn without forgetting! 6/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

5 Speaking practice: roleplay

Look at the cards with scenarios and actions below and try to create a dialogue and role-play it.

Example scenario

• setting → city park and nearby café

• actions to include → walking to the park, entering the café, sitting in the park,
meeting at a designated spot

Student A: "Let’s meet at the entrance of the city park at 10 AM."

Student B: "Sounds good. We can walk into the park and find a nice spot to sit."

Student A: "After that, we can go to the café near the park for some coffee."

Student B: "Perfect. I’ll see you at the entrance tomorrow."

Scenario 1: going to the cinema

• setting → a movie theater and a nearby ice cream shop

• actions to include → buying tickets, entering the theatre, sitting in the movie
theater, meeting at the entrance, walking to the ice cream shop

Scenario 2: visiting a zoo

• setting → a zoo and a nearby picnic area

• actions to include → walking to the zoo entrance, looking into animal

enclosures, sitting in the picnic area, meeting at the main gate

FOOOOTERRIGHT Learn without forgetting! 7/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Scenario 3: attending a concert

• setting → a concert hall and nearby restaurant

• actions to include → walking to the concert hall, entering the concert hall,
sitting in the audience, meeting at the lobby, going to the restaurant

Scenario 4: visiting a museum

• setting → an art museum and nearby park

• actions to include → walking to the museum, entering different galleries,

observing exhibits, sitting in the museum café, walking to the park

6 Talking point

In pairs, discuss the questions below.

1. Where did you go last weekend?

2. Did you enter any interesting places?

3. What did you do while you were there?

4. Where did you meet your friends?

FOOOOTERLEFT Learn without forgetting! 8/8

Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Transcripts

4. Listening comprehension

Narrator: One

Speaker: Sarah decided to go for a walk in the park. She walked to the entrance and saw her friend
standing at the gate. They both entered the park and strolled along the pathway. Sarah
noticed a beautiful flowerbed and sat down on a bench nearby. After a while, they walked
to the pond and watched the ducks swimming in the water. As they continued their walk,
they saw children playing in the playground and dogs running around in the open field.
Eventually, Sarah and her friend left the park and went to a café at the corner of the
street.

Narrator: Two

Speaker: Mark decided to spend his Saturday afternoon at the local library. He walked to the main
entrance and was greeted by the friendly librarian. Mark first headed to the fiction section,
where he browsed through various novels. After selecting a couple of books, he moved
to the reading area and settled into a comfortable chair. As he read, he noticed a group of
children gathered in the corner for a storytelling session. Curious, he joined them and
listened to a captivating story about a magical forest. After the session ended, Mark
decided to explore the non-fiction section and found a book on ancient civilizations that
piqued his interest. Satisfied with his finds, Mark checked out his books and left the library,
feeling content with his productive afternoon.

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! i
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

Key

1. Warm up

5 mins.
This task should help students practice using prepositions of movement in different contexts.

1. T
2. F - it is used to indicate movement towards a specific destination.
3. F - it is used to indicate being inside a larger, defined area (like a park).
4. T

2. Language point: to, into, in, at (theory)

5 mins.
Go through the boxes with the explanations.

3. Language point: to, into, in, at (practice)

Part A:
5 mins.
Students complete the sentences with ‘at’, ‘in’, ‘into’ or ‘to’. Sometimes they can use ‘into’ or ‘in’. Remind them that
some of the gaps don’t require a preposition.
Group 1:

1. to 2. in 3. to
4. in ≀ to 5. into 6. to ≀ to
Group 2:

1. at 2. to 3. at
4. in/into ≀ - 5. at 6. -
Part B:
5 mins.
Students look at the names of the cities or countries and say in which they have been.
Part C:
5 mins.
Students complete the sentences with the correct word or phrases and add to them the most suitable preposition.
Group 1:

1. at the office 2. into/in a glass 3. to the baker’s 4. into a tree 5. in Melbourne 6. to the police
station
Group 2:

1. at the referee 2. to Italy 3. to a party 4. home 5. into/in the

suitcase ≀ to the
airport

FOOOOTERAPPENDIXLEFT
Learn without forgetting! ii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.
 HEAAADERLOGORIGHT
TEACHER MATERIALS · INTERMEDIATE (B1-B2)

PREPOSITIONS OF MOVEMENT: TO, INTO, IN, AT

4. Listening comprehension

Part A:
5 mins.
Students listen to two passages and choose the most suitable answer. Play the recording twice.
Passage one

1. b. 2. c. 3. a. 4. b.
Passage two

1. b. 2. c. 3. b. 4. c.
Part B:
10 mins.
Students complete the transcript with the correct preposition ’to’, ’into’, ’in’ or ’at’. After they complete play the
recording and let them correct their mistakes.
Passage one:

1. to 2. at 3. to 4. in 5. in
6. in 7. to 8. at
Passage two:

1. at 2. to 3. to 4. to 5. into 6. in

5. Speaking practice: roleplay

10 mins.
Have students pair up and create a short role-play scenario where they use prepositions of movement. Give them
a setting and some actions to incorporate into their dialogue.

6. Talking point

5 mins.
Ask students to share a personal experience using prepositions of movement. Encourage them to describe a recent
trip, a visit to a place, or any activity involving movement.

FOOOOTERAPPENDIXRIGHT
Learn without forgetting! iii
Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
© Linguahouse.com. Photocopiable and licensed for use in Juliana Carvalho's lessons.