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 # 1Game

Time3 - 5 minutes

ObjectiveTo review the vocabulary that will be used in the class

Language to be usedNotebookDeskSharpenerPencil caseChair Pens Eraser Markers Books

Procedure T divides the group into three teamsT gives and checks instructionsT 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

Anticipated problemsSs may not understand instructionsSs may form other words

Possible solutionsT will give an example T will give them clues

Activity # 2Presentation (prepositions in, on, under)

Time10-15 minutes

ObjectiveTo introduce the prepositions of place

Language to be usedThere 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.

Procedure T sets the contextT shows the 1st flashcard and says the 1st sentence (3 times, 2 slowly and 1 normal)Choral repetition (3 times)Individual repetition (3 times)T shows the 2nd flashcard (elicit)*gives the sentence if nobody says itChoral and individual repetition Backtracking Repeat until the 6th flashcardT checks concept by giving false statements

Interaction Lockstep

Material Flash cards (see appendix 1)Pritt tack

Anticipate problemsSs may pronounce incorrectly the sentences.Ss may confuse in with on or vice versa

Possible solutionsT will recourse to choral repetition T will recourse to gesture to look for peer or self-correction

Activity # 3Written exercise (prepositions in/on/under)

Time5 - 7 minutes

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

Language to be usedThere 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.

Procedure T gives the handoutsT gives and checks instructionsSs have to write the sentences which were used in the presentationSs start working on the handoutT monitorsT checks the answers on the board

Interaction Individual workLockstep

Material Handout (see appendix 3)

Anticipated problemsSs may not understand instruction

Possible solutionsT will give an example

Activity # 4Game (Simon says)

Time5 - 8 minutes

ObjectiveTo test comprehension.

Language to be usedSimon 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.

Procedure 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.

Interaction Lockstep Teamwork

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

Anticipated problemsSs may not understand instructions

Possible solutionsT will use mime

Activity # 5Game (Jumble)

Time7 - 10 minutes

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

Language to be usedThere 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.

Procedure 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

Interaction Teamwork

Material Cards (see appendix 4)

Anticipated problemsSs may not understand instructions

Possible solutionsT will use mime to give an example

Activity # 6Communicative activity

Time7 - 10 minutes

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

Language to be usedThere isThere areOn In Under

Procedure T divides the group into pairs Ss in pairsT gives and checks instructionsEach 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.

Interaction Pairwork

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

Anticipated problemsSs may not understand instructionsSs may want to use other words or prepositions

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

APPENDIX 1

NOTEBOOK

SHARPENER

DESK

PENCILCASE

CHAIR

PENS

ERASER

MARKERS

BOOKS

APPENDIX 21) 2) 3) 4) 5) 6) 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.Write the sentences according with the pictures. 1) There is a pen on the notebook. 2) ____________________________________ 3) ____________________________________ 4) ____________________________________ 5) ____________________________________ 6) ____________________________________

APPENDIX 4 Therearefourwindowsintheclassroom.

Thereisaneraseronthenotebook.

Therearetwomarkersontheboard.

Thereisasharpenerunderthedesk.

There

arethreebooksunderthenotebook.

Thereisaboardonthewall

ThereIsadoorintheclassroom.

TherearesixChairsintheclassroom.

ThereisaBookonthedesk.

TherearefivePensinthebag.

LANGUAGE PATTERN ANALYSIS

PATTERN: There is/are + Prepositions in/on/underTYPICAL 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.2) Prep + noun

On the desk.

TYPICAL CONCEPTTo talk about the existence of sth in a place. To talk about where sth is. PROBLEMS CONSEPT CHECKAsking where sth is.

KEY FEATURES OF GRAMMARTYPICAL PROBLEMS FOR MEXICAN SS

There + to be + noun + prep.+ nounThere are two books under the chair.They use is for plural or are for singular.They confuse in with on.Solution: gesture, blackboard exposition or miming.

KEY FEATURES OF PRONUNCIATION/n/ /n/ /n.dr / TYPICAL PROBLEMS FOR MEXICAN SS

Pronouncing /un.dr / instead of /n.dr /

Solution: Choral and individual repetition

SITUATION FOR PRE/PRA/PRO

Describing my classroom and what there is in it. MODELSThere 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.

NEW/UNFAMILIAR VOCABULARYUnder OnIn DeskChair Sharpener PRE-TEACHING PLAN (if necessary)

OTHERS TEACHING CONSIDERATIONS (materials, aids, etc.)Flashcards MarkersHandoutPritt tak

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