Lesson Plan 3

Prepositions of place (in, on and under)

Team:

Trainers:

March 13th, 2013.

Group profile:
15 people between 16 and 50 years old, 11 of them students and 4 adults.

Previous knowledge:
Exchanging information, numbers 1-10, Hes/Shes, professions, Infinitive articles: a-an, family members, s to show possession, There is/are, classroom objects.

Main aim:
By the end of the lesson Ss will prove how to use prepositions correctly and know the difference between in, on and under.

Activity # 1

Game

Time

3 - 5 minutes

Objective

To review the vocabulary that will be used in the class

Language to be used

Procedure

Notebook Desk Sharpener Pencil case Chair Pens Eraser Markers Books T divides the group into three teams T gives and checks instructions T gives each team a set of papers which Ss will use to form three different words. Ss have to form the words and then paste them on the board. T checks the words.

Interaction

Teamwork

Material

Pieces of paper Pritt tak Ss may not understand instructions Ss may form other words

Anticipated problems

Possible solutions

T will give an example T will give them clues

Activity # 2

Presentation (prepositions in, on, under)

Time

10-15 minutes

Objective

To introduce the prepositions of place

Language to be used

There is a pen on the notebook. There are five books on the desk. There is a pencil in the sharpener. There are two pens in the pencil case. There is an eraser under the chair. There are two markers under the desk. T sets the context st st T shows the 1 flashcard and says the 1 sentence (3 times, 2 slowly and 1 normal) Choral repetition (3 times) Individual repetition (3 times) nd T shows the 2 flashcard (elicit) *gives the sentence if nobody says it Choral and individual repetition Backtracking th Repeat until the 6 flashcard T checks concept by giving false statements

Procedure

Interaction

Lockstep

Material

Flash cards (see appendix 1) Pritt tack Ss may pronounce incorrectly the sentences. Ss may confuse in with on or vice versa

Anticipate problems

Possible solutions

T will recourse to choral repetition T will recourse to gesture to look for peer or selfcorrection

Activity # 3

Written exercise (prepositions in/on/under)

Time

5 - 7 minutes

Objective

To make Ss to prove that they have learnt the topic and they were not just parroting

Language to be used

There is a pen on the notebook. There are five books on the desk. There is a pencil in the sharpener. There are two pens in the pencil case. There is an eraser under the chair. There are two markers under the desk. T gives the handouts T gives and checks instructions Ss have to write the sentences which were used in the presentation Ss start working on the handout T monitors T checks the answers on the board

Procedure

Interaction

Individual work Lockstep

Material

Handout (see appendix 3)

Anticipated problems

Ss may not understand instruction

Possible solutions

T will give an example

Activity # 4

Game (Simon says)

Time

5 - 8 minutes

Objective

To test comprehension.

Language to be used

Simon says put your pencil on the chair. Simon says put your book under the chair. Simon says put your hands on the board. Simon says put your eraser on the floor. Simon says put a marker in a bag. T divides the group into two teams T gives and checks instructions T asks Ss to stand up then they have to do what the T asks after saying Simon says if the S does the order but the T did not say Simon says the S loses and he or she has to sit down.

Procedure

Interaction

Lockstep Teamwork

Material

Realia: Books, markers, chairs, sharpener, pens, pincils, markets, etc.

Anticipated problems

Ss may not understand instructions

Possible solutions

T will use mime

Activity # 5

Game (Jumble)

Time

7 - 10 minutes

Objective

To prove that Ss have learnt the construction of the sentences.

Language to be used

There is a book on the desk. There are five pens in the bag. There is an eraser on the notebook. There are two markers on the board. There is a sharpener under the desk. There are three books under the notebook. There is a board on the wall. There are four windows in the classroom. There is a door in the classroom. There are six chairs in the classroom. T makes two teams T gives and checks instructions T gives to each team a set of cards which will have five different sentences in disorder. Ss have to order the sentences and paste them on the board Teamwork

Procedure

Interaction

Material

Cards (see appendix 4)

Anticipated problems

Ss may not understand instructions

Possible solutions

T will use mime to give an example

Activity # 6

Communicative activity

Time

7 - 10 minutes

Objective

To make Ss produce THERE IS/ARE and the prepositions IN/ON/UNDER to describe sth.

Language to be used

There is There are On In Under T divides the group into pairs Ss in pairs T gives and checks instructions Each pair has to sit down back-to-back. In one side of the classroom there will be a scenery (A) and in the other side will be another different scenery (B). Ss who look the scenery (A) have to describe it to his/her partner and he/she has to draw it and vice versa.

Procedure

Interaction

Pairwork

Material

Realia; Notebooks, eraser, pencil, chair, table, sharpener, books, pens, desk, board, etc.

Anticipated problems

Ss may not understand instructions Ss may want to use other words or prepositions

Possible solutions

T will use mime or give an example T will write them on the board

APPENDIX 1

N O T E B O O K S H A R P E N E R D E S K P E N C I L C A S E C H A I R P E N S E R A S E R MA R K E R S B O O K S
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APPENDIX 2 1) 2)

3)

4)

5)

6)

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APPENDIX 3 Write the sentences according with the pictures.

1) There is a pen on the notebook.

2) There are five books on the desk.

3) There is a pencil in the sharpener.

4) There are two pens in the pencil case.

5) There is an eraser under the chair.

6) There are two markers under the chair.

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Write the sentences according with the pictures.

1) There is a pen on the notebook.

2) ____________________________________

3) ____________________________________

4) ____________________________________

5) ____________________________________

6) ____________________________________

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APPENDIX 4

There are four There is an two a

windows eraser markers

in on on

the classroom. the notebook. the board. desk.

There are There is

sharpener under the books board door Chairs Book Pens

There are three There There is Is a a six a five

under the notebook. on in in on in the wall

the classroom. the classroom. the the desk. bag.

There are There is

There are

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LANGUAGE PATTERN ANALYSIS

PATTERN: There is/are + Prepositions in/on/under TYPICAL MODEL OF THE PATTERN(S) 1) There + to be + noun+ prep. + noun. There is a book on the chair. There are two pencils in the bag. TYPICAL CONCEPT To talk about the existence of sth in a place. To talk about where sth is. KEY FEATURES OF GRAMMAR There + to be + noun + prep.+ noun There are two books under the chair. 2) Prep + noun On the desk.

PROBLEMS CONSEPT CHECK Asking where sth is.

TYPICAL PROBLEMS FOR MEXICAN SS They use is for plural or Solution: gesture, are for singular. blackboard exposition or They confuse in with on. miming. TYPICAL PROBLEMS FOR MEXICAN SS Pronouncing /un.dr / instead of /n.dr / Solution: Choral and individual repetition

KEY FEATURES OF PRONUNCIATION /n/ /n/ /n.dr / SITUATION FOR PRE/PRA/PRO Describing my classroom and what there is in it.

NEW/UNFAMILIAR VOCABULARY Under On In Desk Chair Sharpener

MODELS There is a pen on the notebook. There are five books on the desk. There is a pencil in the sharpener. There are two pens in the pencil case. There is an eraser under the chair. There are two markers under the desk. PRE-TEACHING PLAN (if necessary)

OTHERS TEACHING CONSIDERATIONS (materials, aids, etc.) Flashcards Markers Handout Pritt tak

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