Prepositions

A Lesson Plan

Subject – English

Subtopic – recap of prepositions

General Objective – The children should be able to identify prepositions and make a relation using them of the subject with the object.

Prior Knowledge – The children have been introduced to prepositions. Most of them are able to recognise the preposition words but make mistakes in its usage.

Teaching Aids – Flash cards of – The bear is, prepositions, the object i.e. the chair, the stool etc.

Activity –

  • The teacher cuts strips of paper to use as flashcards. Good idea to reuse old chart paper but try and keep the colour light and same.
  • Use a stuff toy, like a bear, to enforce prepositions of place using the position of the bear. The children enjoyed calling him teddy bear so he was called so.
  • I also composed a rhyme, There is a Bear …… Where? Had to incorporate Teddy Bear to keep up class enthusiasm. This can be written on the board for all the children to read.
  • A flash card in clear print writing said, “The bear is”. Other flash cards had a few preposition words, “on”, “under”, “front of”, “behind”, “near”, “top of”, “in”. The third lot of flash cards read, “the class.”, “the chair.”, “the table.”, “the stool.”, “the cupboard.”, “the window sill.” Remember to add the full stop after these flash cards since they end the sentence.
Explanation of the rule.
A child is sent out of the class (denner). The class props the bear in a place. The denner enters. Two children stand holding parts of the sentence leaving a gap for the preposition. Everyone says, “there is a bear ….. Where?”
The denner picks the relevant preposition from the flashcards and reads the sentence answering, “The bear is (preposition) the class.” He stands in line with his other two classmates for the whole class to read the sentence.

  • Change the object flashcard to ‘the chair.’ or ‘the window sill.’ etc. and carry on the game.

Evaluation – The children’s fluency in reading a sentence improved with repetitions. The pronunciation of bear was enforced since it rhymes with ‘where’. It could have become beer and wear but I consciously tried to steer away from that. Academically weaker children also managed to visually recognise the words due to the repetitive nature of the activity and participated.

The activity was visual, kinaesthetic and appealed to the senses. As the activity progressed, we dramatised ‘There is a bear …. Where?’ more and more and that brought in the fun element.

Some children tried to voice modulate their book reading session the next day. The class was eager to do dictation and scored well due to the love of the language that was developing.

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