Class Level: 1
Topic: School Estimated Class Length: 3 hrs Date:
Lesson Objectives:
 Demonstrate understanding of prepositions in, on, under, between, next to
 Respond to commands using classroom vocabulary and prepositions
 Describe where an object is located in the classroom or in a picture
 Make a polite request in the classroom
Language Skill
Materials and Equipment:
 Realia for classroom objects (see list below)
Proficiency:
 Speaking
 OPD pp. 6-7 or Ventures Basic p. 6
 Listening
 Large word cards: in, on, under, between, next to
 Reading
 Bingo chips or small pieces of paper
 Writing
 Worksheets: Prepositions 1 and 2 (OPD Literacy Program
Pages 70-71)
 A brown lunch bag or plastic grocery bag for each student
 Optional: assortment of gift bags if you have them
Activity Plan
*prior knowledge: Ss can identify book, chair, table, desk, notebook, pencil, pen, marker, paper, board,
eraser, teacher, student, dictionary, classroom, clock, attendance sheet, floor, wall, door
Warm Up: Use Ventures Basic p. 6 or OPD pp. 6-7. Ask Ss, “What do you see in the picture?” Elicit and
encourage responses. Have Ss speak in pairs about the picture. While they are practicing, put a few
classroom items in odd places around the room, including on Ss’ desks. Call Ss back together and
summarize what you heard while they were practicing.
Introduction: Today we will talk about things in the classroom. You will learn how to tell where
something is. For example, where is the computer? Where is my notebook? Where are the markers? You
will learn how to ask for something politely in English.
Presentation: Classroom item review/polite requests Review all classroom items by holding them up or
pointing to them and eliciting words from Ss. Ss repeat after teacher 2-3 times if needed.
Yes/no game: Say, “Tell me yes or no.” Hold a pencil up and say, “This is a pencil.” Ss: “Yes.” Hold up a
pen and say, “This is a book.” Ss: “No, a pen.” Continue with all.
Polite requests: Use the items you placed previously on Ss’ desks. Say, “Student name”, I need a pencil.
Please give me a pencil.” She gives it to you. T: “Thank you.” S: You’re welcome.” Continue with polite
requests for the other items. Use the same language each time.
Ss model the language: Put items on Ss’ desks again. Ask for 2-3 Ss to come to the front to make polite
requests in the same way the T. did.
T. models next activity: Stand in a line with your volunteers. Each S holds a classroom item: marker,
book, pencil. T. says, “I need a marker. Please give me a marker.” S next to you gives you the marker.
Then that S asks his/her neighbor in line, “I need a book. Please give me a book.” The neighbor gives the
book, and so on. Include “thank you/you’re welcome.”
Practice: Put Ss into groups of 7-8. Choose one leader per group. Ss stand in a circle. Each S holds a
classroom item except one person who will be the leader. Leader asks the person on their right for their
item using the same language as before: “I need a book. Please give me a book. Thank you.” “You’re
welcome.” Ss continue, asking person on their right until everyone has practiced. Do this a second time,
giving each S a new item.
Practice: Choose 4 S leaders. Send each of them to a different corner of the room with 3-4 classroom
items (book, notebook, and dictionary/pencil, pen, and marker/attendance sheet, eraser, and
dictionary/paper, tape, and scissors for example). Put the rest of the class into 4 groups. The groups rotate
from one S leader to the next. Each S practices making a polite request at each stop.
Evaluation: Put items around the classroom again. Ss come to the front in groups of 4. Each person
makes a polite request, says thank you/you’re welcome. Or, T. can evaluate as the groups rotate in the
previous exercise.
Presentation 2: Prepositions/describe location of object/respond to commands with prepositions
T. brings all of the classroom items to a table in the front. You will also need a bag, box, and chair. Preteach bag, box, chair, table and floor if necessary.
Start with in and on. T. moves items around the table/chair/floor, saying, “The book is in the bag. The
paper is on the table. The pencil is on the floor. The pen is in the bag. The marker is in the box” etc.
Add under, next to, between. T. moves items around the table/chair/floor, saying, “The bag is under the
chair. The tape is between the dictionary and the eraser. The chair is next to the table” and so on.
Move items around again, but this time, T. doesn’t talk. Ask ss to tell you where you are moving them. Ss
may say, “Book in the bag. Paper on the table.” Don’t worry about correcting the articles and verb at this
point – the point of this exercise is to say the correct preposition.
Put large word cards on the board for in, on, under, between, next to. Number them. Ask Ss to repeat each
word 2-3 times. T: “Under. What number is under?” Ss: #3. T: “Next to. What number is next to?” Ss: #
5. Continue with all five prepositions.
Optional: call Ss’ attention to short vowel sounds /i/ (in), /o/ (on), /e/ (next to), /u/ (under).
Practice: Listening/reading: Ss write 5 prepositions on small white boards or on paper. T. moves items
around, speaking out loud and using prepositions. As T. says a sentence, Ss move a chip/bingo marker
under the word. T. scans the room to make sure Ss are on the right track. This could be a pair or
individual activity.
Practice: Listening/TPR. Ask for a S to come to the table. Give him/her commands like, “Please put the
paper in the bag. Put the bag on the chair. Put the box under the table. Put the tape next to the bag.” Ss
follow directions. Other Ss may help if they can help in English. Continue with several more volunteers.
Ask for a S volunteer to come take the teacher’s place for a few rounds.
Practice: TPR, whole class. Give each S a brown lunch bag. (Or give everyone a gift bag if you have
them.) All Ss assemble a notebook, pencil, book, and paper at their desk. T. gives commands using these
items and all 5 prepositions. After a few rounds, ask for a S volunteer to come take your place.
Practice: Where is the _____? It’s on /in/next to/under/between the _____. Using Ventures Basic p. 6 or
OPD p. 6-7, ask Ss to sit in pairs. Student A asks, “where is the _____?” Student B responds “on the
table.” Pairs practice for 4-5 minutes, switching roles in the middle. T. circulates and monitors.
Evaluation: Worksheets from OPD Literacy Program, p. 70-72. Or, ask Ss to draw a picture of a table.
Then say, “Please draw a chair next to the table. Draw a book on the table. Draw a pencil under the chair.
Draw a marker between the chair and table. Draw a cat in the chair/on the chair.”
Extension Activities:
 Use on, under, and next to to introduce the short vowel sounds /e/ /o/ and /u/. Use in to review
short vowel /i/ from Unit 2.
 Use on and box as a springboard to a lesson on short /o/ using exercises from At the River, Unit
5; Sounds Easy! p. 87-88; or galacticphonics.com.
 Teach the use of is/are: the pencil is on the floor/ the markers are in the bag. The teacher is in the
room/ the Ss are in the room.
 If ss need more practice, bring some items from home; a family picture, your favorite mug or T
shirt, a can of your favorite soda. Do more TPR practice with these items to keep their attention.