LESSON PLAN

TEACHER: ALIMPESCU IONICĂ-DAN

SCHOOL: Palatul Copiilor Deva – structura Hațeg

DATE: the 25th of November 2024

TIME: 120 minutes

NUMBER OF STUDENTS: 10

GROUP: 2nd, 3rd and 4th grade students

LESSON: Prepositions of place (and objects around the house)

SKILLS: reading, listening, speaking, writing

AIMS OF THE LESSON:

• developing the students’ receptive skills (listening and reading) and productive skills (writing
and speaking) in relation to the concept of ‘prepositions of place’ and ‘objects around the
house’
SPECIFIC OBJECTIVES: (by the end of the lesson the students will be able to):

• O1: describe where certain objects are in relation to other things;

• O2: correctly identify certain objects around the house;
• O3: express simple ideas about the location of certain objects in spoken and written form.
GRAMMAR: the Present simple form of the verb (to) ‘be’, Prepositions of place
VOCABULARY: Prepositions of place and objects around the house (furniture, appliances etc.)

METHODS: informal discussion, reading ex., vocabulary exercise, listening ex, cooperative
learning.
CLASSROOM MANAGEMENT: frontal and group work.

MATERIALS: flashcards, TV, whiteboard, marker, worksheets.

ANTICIPATED PROBLEMS:

• The manner of teaching is informal, while the group of students is not homogeneous (there are,
simultaneously, students from three different grades).
• Given that, their level of understanding English and the skills that they have acquired so far
are on different levels.
• In this sense, all the students will start with the same tasks. While the lower-level students will
most likely take more time to resolve the tasks, the other groups will receive more work.
 TIMELINE:

1. INTRODUCTION / ORGANIZATIONAL MOMENT

ETA: 10 minutes
Given that the class takes place in an ‘after-school’ institution, in an informal environment,
not all the students will arrive on time. Moreover, after having finished school, they will, most
likely, want to have lunch.
The teacher will use this time to establish a relaxed, easygoing atmosphere, have discussion
with the students and foreshadow the upcoming lesson.

2. LEAD-IN

ETA: 15 minutes
MATERIALS: flashcards
METHODS: discussion
MEANS OF INSTRUCTIONS: frontal
Before teaching students, the keywords for the lesson, it is important to put prepositions of
place in context. This is to ensure that the students grasp the concept of prepositions and
understand what they are going to learn. Fortunately, it is quite easy to demonstrate
prepositions of place, and even young children can understand the concept.
One very simple way is to use the things around the classroom. The teacher will place an
object in different locations and say the preposition aloud. For example, the teacher places a
pen on the desk and says ‘on’ and asks students to repeat. Then place the pen in the desk drawer
and says ‘in’. Then place it under the desk and says ‘under’. And so on.
Once students grasp the basic concept of prepositions, the teacher will reinforce this by
showing the students some preposition flashcards (LINK). The teacher will show each
flashcard to the students and ask them to repeat the words. Then, the students will be asked to
say each word on their own.
After practicing several times, the teacher places the cards around the classroom in different
locations depending on the preposition on that card. For example, place the ‘on’ card ‘on the
desk’; Place the ‘under’ card ‘under a book’, and so on.
While placing the cards around the classroom, the students will be asked to repeat after and
to remember where the flashcards are. At the end of the lesson to review, the teacher can ask
students to say where the cards are. To make this activity more fun, the teacher can also invite
some students to place the cards.
3. SONG Objective 1

ETA: 15 minutes
MATERIALS: songs (played on the TV)
METHODS: discussion, sing along
MEANS OF INSTRUCTIONS: frontal
Using ESL songs in the classroom can be an incredibly effective way to teach new
vocabulary and expressions to young learners. Kids love to sing and dance and so using songs
in the English class is a great way to increase student motivation. There are several great songs
to teach prepositions to kids.
The song chosen will depend on the age and level of your learners. For teaching very young
students, teaching all the prepositions at once might be a bit overwhelming. This song (LINK)
is the easiest of preposition songs and teaches the 3 basic prepositions on, in, and under. If the
lesson includes the prepositions on, in, under, in front of, behind, next to, and between, then a
more complex song (LINK) will be used, depending on the situation and the age and level of
the students in the group.
After singing the song all the way through, the teacher can introduce some dance moves to
the song. It is very simple to make dance moves to the preposition’s song.
For example, for ‘on’, making a fist with the left hand and placing the right hand on top of
the fist. For ‘under’, placing the right hand under the fist. And so on for all the other
prepositions in the song.

4. WORKSHEETS

ETA: 35 minutes
MATERIALS: worksheets
METHODS: individual / pair work / group work
MEANS OF INSTRUCTIONS: frontal, written
The students will receive some worksheets. All of them, although on different levels of
English, will start from the same set of exercises (LINK). Higher level students will finish the
set much quicker than the other. Given that, they will receive a more complex set of exercises,
depending on the amount of time that will be available (LINK). In our specific case, there is
the possibility of on-demand printing of worksheets in the classroom, but other scenarios might
not include the same possibilities, but the content can be adapted easily, nevertheless. If the
lower-level students struggle, they can be encouraged to work together in pairs or in groups,
depending on the situation. The teacher will review the correctness of the worksheets with the
whole class.
5. SPEAKING Objective 2

ETA: 20 minutes
MATERIALS: board game
METHODS: pair work
MEANS OF INSTRUCTIONS: frontal, written
The teacher will present the children with a prepositions board game is a great activity
to get students talking using prepositions (LINK). This game is best played in pairs. Students
will ‘Race Around The World’ while asking and answering ‘Where is the monkey?’.
How to Play:
• Both students should place their eraser at the bottom where it says ‘Start’. The aim of
the game is to make it all the way around the world first. One student will go clockwise,
and one student will go anticlockwise.
• To begin, the students will play Rock, Scissors, Paper. The winner can then move their
eraser one square. After moving their eraser, the pair of students should make a dialogue
based on the image in that square.
• For example, ‘Where is the monkey?’ – ‘It’s under the bench.’. Next, they play Rock,
Scissors, Paper again, and continue like this until one student has made it all the way
around the world.

6. MEMORY GAME Objective 1, 2, 3

ETA: 15 minutes
MATERIALS: audio-visual game (played on the TV)
METHODS: collective
MEANS OF INSTRUCTIONS: frontal, video
Once students can make sentences using prepositions of place, this memory game (LINK)
is a great way to review what they have learned.
There are 10 questions. Each question shows students a scene for 5 seconds. They should
look carefully at the scene and try to remember where the objects are. After the 5 seconds, they
will be asked a question, such as ‘Where is the baseball bat?’, and will see 3 multiple choice
answers.
Then the teacher can ask the questions, and the student will answer using the correct
preposition. Alternatively, to also practice writing the sentences, ask students to write their
answers down first before asking them to say their answers.
7. Review Objective 1, 2, 3

ETA: 10 minutes
MATERIALS: PowerPoint presentation
METHODS: collective
MEANS OF INSTRUCTIONS: frontal, presentation
Before the class ends, it’s important to review what students have learned that lesson and
to check their understanding. In the introduction to the lesson, preposition flashcards have
been placed around the classroom in different places corresponding to the preposition on that
card.
To review, the teacher will ask students to respond, using the expressions they learned
during the lesson, where the flashcards are. This is a great way to wrap up the lesson and
check students’ understanding.
Also, if the time allows, the teacher can use an interactive PowerPoint game to further test
the students’ understanding of the topic that had been discussed.