Lesson Plan #6 - Prepositions

Narrative:students come from various different backgrounds and speak different languages. They have a variety of educational levels in their native language.

Rationale: students need to expand their vocabulary skills. Students need to know how to describe where things are and ask/give directions/instructions to other people at school, workplace, or home.

Goal: students will be able to demonstrate their comprehension of oral and written instructions by properly identifying the locations or place.

Objectives:
- Students will be able to use their background knowledge to write names of items on the board.

- Students will be able to pronounce names of items correctly.

- Students will be able to ask and answer questions about the items.

- Students will be able to use correct prepositions to identify the location of the items.

- Students will be able to draw a picture of the items based on what their partner tells them.

Materials: Stand Out Grammar Challenge book unit 3, pictures, whiteboard, marker, eraser

Procedure:
1. Introduction (10 minutes): teacher shows pictures of “canned goods section” and classroom items and tells students the names of the items. Students write down the names. Teacher explains the grammar chart on the textbook about prepositions of location with the sample sentences.

2. Review/Presentation (10 minutes): students pair up and practice pronouncing the names of items and locating the items using correct prepositions.

3.Practice (30 minutes): students do exercise D, E, F from the textbook (Unit 2, page 30).

4.Application: (20 minutes): students find a partner and compare their answers. Students ask their partner about where the things are.

5. Closure (20 minutes): students draw items on the board and ask their partner to write the prepositions corresponding to the pictures.

Evaluation:

-       Teacher assesses students’ ability to use background knowledge to write the names of classroom items on the board.

-       Teacher evaluates students’ ability to pronounce the names of the items correctly.

-       Teacher monitors as students ask and answer questions about the prepositions with their partner.

-       Teacher assesses students’ ability to complete the exercises on the textbook.

-       Teacher assesses students’ ability to identify the prepositions of location.

-       Teacher evaluates students’ ability to ask their partner about where the things are.

Exercises:

Write the correct preposition about the picture “canned goods section.”

1.     The corn is __________ the peas.

2.     The green beans are __________________ the pears. 

3.     The tomato sauce is __________________ the canned goods section.

4.     The corn is ________________ the peas and the green beans.

5.     The tuna fish is _________________ the bottom shelf.

6.     The peas are _________________ the tuna fish.

Ask a partner about the picture “canned goods section.”

Student A: Where are the peas?        Student A: Where is the tuna fish?

Student B:Next to the corn.                Student B:

Student A: Where are the pears?         Student A: Where is the tomato sauce?

Student B:                                           Student B:  

Student A: Where is the corn?           Student A: Where are the green beans?

Student B:                                           Student B:

Complete the sentences.

1.The corn is over the _________.                     4. The green beans are over the_____.

2.The tuna fish is next to the_________.           5. The green beans are next to the_____.

3.The corn is between the ____ and the_____.  6. The tomato sauce is between___and the____.