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Republic of the Philippines

Pandacaqui Resettlement Elementary School
Pandacaqui Resettlement Mexico, Pampanga

A Detailed Lesson Plan in English 3

I. OBJECTIVES
At the end of the 50 minutes lesson, the pupils should be able to:
a.) identify the different prepositions of place; (cognitive)
b.) appreciate the importance of using the preposition in our lives; and (affective)
c.) use the most frequently occurring prepositions in a sentence (e.g. on, in,
under, etc.) (psychomotor)

II. SUBJECT MATTER

Topic: Prepositions of Place
References: Let’s Get Better in English Book (Teacher’s Guide) p. 392, Let’s Get Better
in English Book (Learner’s Material) pp. 346 -347, Building Effective English Skills 3
Book by Annabel Maulawin & Jacob June G. Pepito, Prepositions of Place | English
Grammar | Teacher Beth Class TV (Youtube)
Materials: Laptop (PowerPoint and Audio-Visual Presentation), printed pictures, visual
aids, manipulative instructional materials, real objects, examination paper, charts,
marker, chalks, illustration board, rewards

III. PROCEDURE
Teacher’s Activity Pupils’ Activity
A. PRELIMINARY ACTIVITIES

1. Greetings and Opening Prayer

Good morning, Learners! Good morning, Teacher! Mabuhay!

Wow! You are all so energetic!

How are you today, Class? We’re good, teacher

.

That’s great! I see a lot of smiley faces

today. I think you are all excited for our
new lesson. Are you? Yes, teacher.

That’s good to hear! I am glad to be with

you here again today and be part of your
learning adventure and exploring the
amazing world of English subject.

Welcome to another fun and exciting

learning experience with me! Teacher
Rica, your English teacher.

So, before we start in our lesson. Let us all

stand and ask first the guidance of our
Lord. Anyone who wants to lead the
prayer? (A pupil will volunteer to lead the prayer)

Yes, _____. Please lead the prayer. Angel of God, my guardian dear, to whom
God’s love commits thee here. Ever this
day, be at my side, to light, to guard, to
rule, to guide. Amen.
Thank you, _____.

So, before you may take your seat will you

please align your chairs and pick up the (The pupils will align their chairs and pick
piece of paper under your chair? up the piece of paper under their chair.)

Thank you. You may now be seated.

2. Checking of Attendance

Now let us check your attendance first.

Group 1 leader, who is absent for today? No one is absent, teacher.

Very good, group 1!

.

How about the group 2? We are all present teacher.

Good job! Group 3? No one is absent for today, teacher.

Amazing! How about group 4? No one is absent, teacher.

Very good, group 4!

And last, group 5? We are all present teacher.

Excellent! You’re all very good today. Will

you please give yourself a very good clap?

1… 2… 3…, 1… 2… 3…, very good, very 1… 2… 3…, 1… 2… 3…, very good, very
good, very good! good, very good!

3. Classroom Rules
So, before we continue let us first recall
our classroom rules. (The pupils will read the classroom rules)

1. Follow directions.
2. Raise your hand before speaking or
leaving your seat.
3. Listen attentively.
4. Be respectful and kind.
5. Use manners and be polite.

B. REVIEW OF THE PAST LESSON

Now, before we move on to our next

lesson, do you still remember our past
lesson? Yes, teacher.

Alright, let us have first a short review

about our previous lesson.

What is our past lesson? (The pupils will raise their hand)
.

Yes, _____? Teacher, it was all about Demonstrative

Pronouns
Very Good! Let us give her a good job
clap.

G - double O - D - J - O - B - GOODJOB – G - double O - D - J - O - B - GOODJOB –

GOODJOB 2x GOODJOB 2x

What do we mean when we say

“Demonstrative Pronoun?” (The pupils will raise their hand)

Yes, _____? Teacher, when we say Demonstratives

pronouns, they are used to indicate the
distance of the thing or person being
referred to from the person speaking or
writing.
Very good! Aren’t we studied the four
demonstrative pronouns? What are
those? (The pupils will raise their hand)

Yes, _____? Teacher, this, these, that, those

Good job! What do we mean when we say

this and these? (The pupils will raise their hand)

Yes, _____? Teacher, this (singular) and these (plural)

are the “near” demonstratives. They
indicate someone or something that is
relatively close.

Amazing! How about that and those? (The pupils will raise their hand)

Yes, _____? Teacher, that (singular) and those (plural)

are the “far” demonstratives. They indicate
someone or something that is relatively
far.
.

Alright! Now, I will show a picture and

sentence and you will just tell me if the
sentence is correct or not

I will give you these happy and sad face

emojis. Just raise the happy face if the
sentence is correct and sad face if the
sentence is not.

Is that clear? Yes, teacher.

So, every time we will have an activity, I

will ask you if you are ready. Then if you
are ready you will shout “Aye! Aye!
Captain! It means “Yes, Teacher!” It
means you are ready!

So, are you ready kids? Aye! Aye! Captain!

I can’t hear you! Aye! Aye! Captain!!!

Alright, let’s start!

1.

Is the sentence correct or not? (The pupils will raise the happy face)
.

2.

Is the sentence correct or not? (The pupils will raise the sad face)

3.

Is the sentence correct or not? (The pupils will raise the happy face)

4.

Is the sentence correct or not? (The pupils will raise the happy face)

5.

Is the sentence correct or not? (The pupils will raise the sad face)

6.

Is the sentence correct or not? (The pupils will raise the happy face)
.

7.

Is the sentence correct or not? (The pupils will raise the happy face)

Good job! Let us give ourselves a good

job clap.

G - double O - D - J - O - B - GOODJOB – G - double O - D - J - O - B - GOODJOB –

GOODJOB 2x GOODJOB 2x

Are there any questions regarding our past

lesson? None teacher.

I’m happy to know that you learned a lot

in our previous lesson.

Okay, let’s now proceed.

C. MOTIVATION

Group Activity (Cooperative Learning

Activity)

But before that, we will be having a short

group activity that has something to do
with our lesson for today.

The game named “Memory Game.”

So how to play this game?

(The teacher will teach on how to play the

game)
.

How to play?

1. Look at the picture on the screen.

2. Try to remember or memorize the
positions of everything you have seen for
10 seconds.
3. Then answer the questions.

So, I will give every group an illustration

board where you will write your answer.

Then, I will give name for every group or

every table.

Table 1 will name, “The Brainy Kids,”

For table 2, “The Best and Brightest,”

Next, table 3, “The Incredibles,”

Table 4, “The Imaginative Minds,”

And table 5, “The Ambitious Achievers,”

Class, don’t forget our rules in doing a

group activity.

G - ive thoughtful feedback

R - espect others and their thoughts
O - n task, all the time
U - se soft voices
P - articipate actively
S - tay with your group

So, every picture you have 10 seconds to

remember all the things you see.
.

Is that clear?

Are you ready kids? Yes, teacher.

I can’t hear you!! Aye! Aye! Captain!

I’m sure you’re all excited. Aye! Aye! Captain!!!

Let’s begin!

Example

1.
.

2.

3.
.

4.

5.
.

After the activity…

The group with the most points will receive

a reward.

Did you enjoy our game? Yes, teacher!!

Wow! That’s good to hear.

D. DISCUSSION

1. Presentation

Before we start, I will tell you a story and I

want you to listen carefully because
afterwards I will ask you some questions.

Is that clear? Yes, teacher.

Alright! Let’s start!

.

THE MISSING DOLL

One day, Ava is looking for her favorite

doll. She looked under the bed but the doll
was not there. Then Ava looked inside the
big box but still the doll was not there.
Feeling worried, she asked her
grandmother, Lola, for help.

Ava: "Lola, I can't find my doll. Can you

please help me?"

Lola thought for a moment before asking

Ava some questions.

Lola: "Did you leave it outside under the

tree?"

Ava: "No, Lola, I didn't."

Lola: "Did you put it in your bag?"

Ava thought for a moment.

Ava: "No, Lola, it's not in my bag."

Then suddenly, Ava remembered

something.

Ava: "I know where it is! I left it on the

bench outside when I was playing with my
friends!"

Excitedly, Ava ran outside and found her

doll sitting on the bench, just where she
had left it.
.

Filled with happiness, Ava hugged her doll

tightly and thanked Lola for her help.

THE END

Now, let me see if you really understood

the story.

Who was looking for her doll? (The pupils will raise their hand)

Yes, _____? Teacher, Ava.

Very good! It’s Ava.

Where was Ava searching for her doll? (The pupils will raise their hand)

Yes, _____? Teacher, under her bed and inside the

box.

Good job! Who did Ava ask for help when

she couldn't find her doll? (The pupils will raise their hand)

Yes, _____? Ava asked her grandmother, Lola, for help.

That’s right! Where did Ava eventually find

her doll? (The pupils will raise their hand)

Yes, _____? Ava eventually found her doll on the bench

outside where she had left it while playing
with her friends.
Awesome! Why do you think it's important
to ask for help when you can't find
something? (ESP Integration) (The pupils will raise their hand)

Yes, _____? Teacher, it's important to ask for help

when you can't find something because
someone else might have ideas or
suggestions that can help you locate it.
.

That’s right! It's okay to ask for help when

facing challenges, as others may offer
valuable support and guidance. Also, the
story highlights the importance of being
responsible for one's belongings and
remembering where they are placed.

So, all of your answers are correct!

Let us give ourselves a good job clap.

G - double O - D - J - O - B - GOODJOB – G - double O - D - J - O - B - GOODJOB –

GOODJOB 2x GOODJOB 2x

2. Lesson Proper

As you notice, in our game a while ago we

try to remember the place or position of
everything that we see.

I also asked you in the story where did Ava

find her doll.

Isn't she find it under the bed and inside

the box?

Have you wondered what do we call to

those words that we use to state the
position of a something. Such as on, in,
under, above and etc.

So, we call those words as

PREPOSITIONS OF PLACE.

Presentation of the Objectives

a.) identify the different prepositions of

place;
.

b.) appreciate the importance of using the

preposition in our lives; and
c.) use the most frequently occurring
prepositions in a sentence (e.g. on, in,
under, etc.)

What do we mean when we say

“PREPOSITIONS OF PLACE?”

Preposition of place is a preposition

which is used to refer to a place where
something or someone is located.

Prepositions of place give you the

ability to tell others where something is
located.

Now, I want you all to follow me in my

actions. (on, in, under, above using hands
action) (Physical Education Integration)

Now do you know how to place if it is on,

in, under and above? Let’s take it with a
twist, I have here a cup and a spider so I
will ask you if where is the spider? (Music
Integration)

With the help of Mr. Spider, we’ll be

discussing more about Prepositions and
their proper use.

Do you understand? Yes, teacher.

On, in, under, above… on, in, under,

above… on, in, under, above… where is
the spider? (The pupils will raise their hand)

Yes, _____? The spider is under the cup.

.

Very good!

Again. On, in, under, above… on, in,

under, above… on, in, under, above…
where is the spider? (The pupils will raise their hand)

Yes, _____? The spider is on the cup.

Good job!

Next. On, in, under, above… on, in, under,

above… on, in, under, above… where is
the spider? (The pupils will raise their hand)

Yes, _____? The spider is in the cup.

Alright! So, those words are

PREPOSITIONS OF PLACE.

First, we have “in”

Will you please read? “In” is used when you want to indicate
a position inside something else.

Thank you! So, “in” is used when you

want to indicate a position inside
something else.

Example, Teacher Rica is in the box.

Where is Teacher Rica? In the box.

Very good! Teacher Rica is in the box

because she is inside the box.

Now, let’s have some fun!

.

Are you ready, learners? Aye! Aye! Captain!

Alright! I will show you some pictures and

while presenting the pictures I’ll be singing
a song and you will answer my question.
(Music Integration)

Is that clear? Yes teacher!

The books are in the bag,

the books are in the bag.
Hey yo the derry O,
the books are in the bag.

Where are the books?

Yes, _____? The books are in the bag.

Very good!

Next!

The cat is in the box,

the cat is in the box.
Hey yo the derry O,
the cat is in the box
.

Where is the cat?

Yes, _____? The cat is in the box.

Good job!

Now, I have here a box and a dog. The

name of this dog is Brownie.

Let’s try to locate Brownie using the

preposition “in”.

Where should we place Brownie? So, we

can use the preposition “in”? (The pupils will raise their hand)

Yes, _____? (The pupil will show the position of

Brownie.)
Very good! Let us give her a good job clap.

G - double O - D - J - O - B - GOODJOB – G - double O - D - J - O - B - GOODJOB –

GOODJOB 2x GOODJOB 2x

Next, we have “on”

Will you please read? “On” is usually indicating that

something is on top of something else.
Thank you! So, “on” is usually
indicating that something is on top of
something else.

Example, Teacher Rica is sitting on the

sofa.

Where is Teacher Rica? On the sofa.

Good job! Teacher Rica is on the sofa

because she is on top of the sofa.
.

Now, let’s have some fun!

So, just like what we did in the preposition

“in”. I will show you some pictures and
while presenting the pictures I’ll be singing
a song and you will answer my question.
(Music Integration)

The cat is on the bench,

the cat is on the bench.
Hey yo the derry O,
the cat is on the bench.

Where is the cat?

Yes, _____? The cat is on the bench.

Good job!!

Next.

The bear is on the bed,

the bear is on the bed.
Hey yo the derry O,
the bear is on the bed.

Where is the bear?

.

Yes, _____? The bear is on the bed.

Very good!!

Let’s try to locate Brownie using the

preposition “on”. (The pupils will raise their hand)

Where should we place Brownie? So, we

can use the preposition “on”?

Yes, _____? (The pupil will show the position of the

dog)
Good job! Before we proceed do you have
any questions about the preposition on
and in? None teacher.

Next, we have “under”, it is used for

something or someone below or lower
than something or someone else.

For example, Teacher Rica is sitting

under the table.

Where is Teacher Rica? Under the table.

Very good! Teacher Rica is under the

table.

Now, let’s have another fun. I will show you

some pictures again and while presenting
the pictures I’ll be singing a song and you
will answer my question again. (Music
Integration)
.

The kids are under the tree,

the kids are under the tree.
Hey yo the derry O,
the kids are under the tree.

Where are the kids?

Yes, _____? The kids are under the tree.

Very good!!

Next.

The cat is under the table,

the cat is under the table.
Hey yo the derry O,
the cat is under the table.

Where is the cat?

Yes, _____? The cat is under the table.

That’s right!

Let’s try to locate Brownie using the

preposition “under”.
.

Where should we place Brownie? So, we

can use the preposition “under”? (The pupils will raise their hand)

Yes, _____? (The pupils will show the position of the

dog)

Good job! Let us give her an Aling Dionisia

Clap.

1… 2… 3…, 1… 2… 3…, very good, very 1… 2… 3…, 1… 2… 3…, very good, very
good, very good! good, very good!

Next, we have “above”, it is used for a

place higher than something or
someone.

For example, Teacher Rica is jumping

above the trampoline.

Where is Teacher Rica? Above the trampoline.

Very good! Teacher Rica is jumping

above the trampoline.

Did you get it class? Yes teacher.

Alright! Let’s have another fun.

I will show you some pictures again and

while presenting the pictures I’ll be singing
a song and you will answer my question
again. (Music Integration)

Do you understand? Yes teacher.

Alright!
.

The kite is above the tree,

the kite is above the tree.
Hey yo the derry O,
the kite is above the tree.

Where is the kite?

Yes, _____? The kite is above the tree.

Very good!

How about this one?

The birds are above the house,

the birds are above the house.
Hey yo the derry O,
the birds are above the house.

Where are the birds?

Yes, _____? The birds are above the house.

That’s right!

Let’s try to locate Brownie using the

preposition “above”.
.

Where should we place Brownie? So, we

can use the preposition “above”? (The pupils will raise their hand)

Anyone? Yes, _____? (The pupil will show the position of the
dog when it is above the box)
Exactly! I’m happy to know that you
understand our lesson.

Again, let us recall all the prepositions of

place.

We have on, in, above, and under.

Do you understand class? Yes, teacher.

Are there any questions? None teacher.

That’s good to hear!

C. Group Activity (Differentiated

Learning Activity)

Now, let’s have an activity. Do you like to

have some activities?

Alright. These will be “The Brainy Kids”,

“The Best and Brightest”, “The
Incredibles”, “The Imaginative Minds”,
and “The Ambitious Achiever.”

Class, don’t forget our rules in doing a

group activity.

G - ive thoughtful feedback

R - espect others and their thoughts
O - n task, all the time
U - se soft voices
P - articipate actively
.

S - tay with your group

.

Here is the rubric.

I will give you 5 minutes to finish your task.

And after you finish your activity, you will
be present it here in front.

Do you understand? Yes, teacher.

.

Are there any questions? None teacher.

Alright. You can now start working with

your groupmates.

After the activity and presentation

Alright! All of you did a great job in our

group activity. Give yourselves a good job
clap!

G - double O - D - J - O - B - GOODJOB – G - double O - D - J - O - B - GOODJOB –

GOODJOB 2x GOODJOB 2x

E. GENERALIZATION

Let’s see if you really learned in our

discussion today.

What do we mean when say

“Prepositions”? (The pupils will raise their hand)

Yes, _____? Teacher when say prepositions it shows

the location of someone or something
Very good!

Now, who can give the 4 prepositions of

place that we discussed? (The pupils will raise their hand)

Yes, _____? Teacher, on, in, above, and under.

Good job! Who can repeat the answer of

_____? (The pupils will raise their hand)

Yes, _____? Teacher, on, in, above, and under,

That’s right!
.

Now I have here a cube with a range of

sentences describing the teddy bear's
different positions. What you are going to
do is rumble the cube, and whatever
sentence appears is what you will
demonstrate here in front.

Do you understand? Yes, teacher.

Alright! Let start.

(The whole class will demonstrate all the

sentences that appears in the cube.)

Did you enjoy our activity? Yes, teacher.

That’s good to hear!

F. VALUING

So, in your own understanding, why do

we need to study prepositions? What is
the purpose of studying this lesson? (The pupils will raise their hand)

Yes, _____? Teacher, prepositions are important in our

daily lives. Studying prepositions can be
useful in telling where exactly the things
are.
Very good, Class! It seems that you truly
understand our lesson today.
.

G. APPLICATION

Activity: Helping Dora Find Her Lost Items in Her Bag

Objective: To assist Dora the Explorer in finding her lost items in her bag while practicing
prepositions of place.

Materials Needed:
• Large picture or drawing of Dora the Explorer
• Cut-out pictures or drawings of Dora's lost items (e.g., notebook, map, pen, eraser)
• 3d bag of Dora

Instructions:
• Introduce Dora the Explorer as the class's new classmate who needs their help.
• Explain that Dora has lost some important items in her bag, and it's up to the
class to help her find them.
• Explain to them to help Dora to find her things using the prepositions of place.

Review and Conclusion:

• Review the items found and their locations in the classroom with the class.
• Reinforce the importance of using prepositions of place to describe locations
accurately.
• Thank the students for their help in finding Dora's lost items and welcoming Dora
as their new classmate.
.

H. EVALUATION
.

I. ASSIGNMENT

Write 5 sentences using the different prepositions of place.

Answers Key:

Application: (It depends)

Evaluation
I.
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. TRUE
II.
1. In
2. Under
3. Above
4. on

Prepared by:
RICA JEAN G. LAYUG
Pre- Service Teacher