Sara Alhakam Sara Alhakam

Prepositions with animals
Primary A1-A2 level


In this lesson, students learn about prepositions (on, in, and under) in the context of animals. The lesson starts of with a warmer to revise the animals. Afterwards, prepositions are introduced through a demonstration and followed up with two listening exercises where students can apply what they learned about prepositions. This is followed by an oral activity to practice the grammatical form. Finally, a controlled and freer practice using worksheets are given as a review for the three prepositions.


Abc Pencil and a box
Abc IWB flip chart for answer keys
Abc Animal sticking background
Abc Animal cut ups
Abc Animal flash cards
Abc Controlled practice worksheet
Abc Freer practice hand-out

Main Aims

  • By the end of the lesson, students will be able to practice saying where things are using in, on, under.

Subsidiary Aims

  • To provide detailed listening practice using sentences with prepositions in the context of animals
  • To provide product writing practice of short sentences in the context of animals and preposition


Warmer/Lead-in: The Chinese Whispers (stir) (10-11 minutes) • To review animal vocabulary

T makes three teams of three. Sts. in each team stand one behind the other facing the board. T whisper an animal to all three students in the back. Then, asks the three sts. to wait until the T says go to make it a fair game. The three sts. have to whisper it back to the front of the line. The first student at the front of the line runs to the board and writes the animal. The student then stands at the back of the line. The teams who wrote the most animal names correctly is the winner. (Animals: frog, rat, duck, spider, cat, elephant, dog, lizard)

Introduction (settle) (5-6 minutes) • To introduce the TL

T demonstrates by using a pencil, placing it in/on/under the box and saying "the pencil is in/on/under the box". Sts. repeat after each sentence. Then, T repeats the demonstration and elicits the sentences from the sts. instead of saying them.

Listening #1 (settle) (6-7 minutes) • To concept check

As a demonstration, T asks one st. to come in front of the board. T says " the frog is under the table". T asks the st. to drag the frog and put it in the right place. T gives sts. the background hand out with a tree, a table, and an open box. T says the sentences and the sts. use the glue to stick their animal in corresponding place. Sentences: 1. The rat's in the box. 2. The frog's under the tree. 3. The dog's on the table. 4. The elephant's in the box. 5. The lizzard's under the table. 4. The cat's on the tree.

Listening #2 (settle) (4-5 minutes) • To concept check and prepare sts. for a meaningful practice

T asks sts. to use their hands as lizards and use their bags to place the lizard on/in/under. If they don't have bags, they can use their hats or their other hands as imaginary bags. T says the sentence and sts. mime where the lizard is. T drills the sentences.

Oral practice - circle time (stir) (5-6 minutes) • To practice speaking by saying where the animal is

T shows the sts. a flash card of an animal in/on/under an object. T says the relevant sentence and the students repeat. T give the card and asks the st. to say the sentence and passes it to the next who repeats the sentence and so on. T uses four more cards.

Controlled practice (settle) (5-6 minutes) • To give students further practice with the prepositions

T demonstrates how to do the first worksheet on the IWB. T hands out the worksheet where the sts. have to check yes or no depending on if the sentence is correct or incorrect. Then, T demonstrates how to complete the second worksheet where the sts. have to draw the animal in/on/under the plane. T hands out the worksheet. T circulates and monitors. When the sts. are done, answers are displayed on the IWB.

Freer practice - writing (5-6 minutes) • To give sts. extended practice with prepositions

Sts. are given a piece of paper with three pictures. The sts. have to write to the corresponding sentence next to the picture. To start off the task, T draws an animal on the IWB and asks "where is the animal?". Sts. give their answer and T writes the answer on the board. T shows the sts. the hand out and asks the sts. to do the same thing the T did. T circulates and monitor. If sts. don't finish, they can do it as homework.

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