To provide fluency and accuracy speaking practice in a conversations regarding locations of different items in the context of personal possessions
To provide clarification of prepositions of place in the context of personal possessions
Procedure (29-40 minutes)
A picture of a schoolboy will be put on the WB. I am going to encourage students to name him, and identify where he is going. After that I will ask the Ss what the boy needs to take with him to school and tell them to write those items on the board. Then I will give them a HO with some stationary in different parts of the boy's bedroom. I will instruct the students to make sentences about the objects' locations using prepositions of place. I will do one example myself. After that peer checking will be encouraged. Then I will get them to write a few sentences on the WB about the locations of those objects. Drilling and pronunciation check will be done. They will have 3 minutes to do the sentence making activity. My ICQs: "How much time do you have?" "In pairs or individually (alone!)?"
I will put some picture on the board, showing different prepositions of place: "in", "on", "under", "in front of", "behind", and "next to". First, I will try to elicit these prepositions, then I will elaborate on them, and then we will get some practice by checking where different items in the classroom are. Drilling will be done, too. I will also choose a singular as well as a a plural item and elicit the wh-question "where" to make a question. My CCQs: "Is the board in front of me?", "Who is sitting next to X?", "Are we on the classroom?"
Some HOs with mixed up sentences will be given to students. They are supposed to rearrange the words to make correct sentences. I will do one example on the WB by eliciting the correct place for each word. This will be done individually, and then peer checking will be encouraged. The early finishers are going to write their sentences on the board. The I will get WCFB.
I will make three or four groups by assigning the Ss numbers. The Ss will be given HOs with some gaps to be filled out. Before starting the activity I will check whether they know the names of every item in the picture or not. In their groups, they should do it as fast as possible. The first group to finish would come to the board and fill in the gaps. My ICQs: "In pairs or groups?" "How many words are you writing?"
The Ss will be given HOs, each S in each pair will get a picture with all the information about one picture and missing information about the other picture. In a speaking practice they should find the missing information. My ICQs: "Can you show your paper to your partner?", " Are you writing or drawing the missing object?". Then I will get the WCFB by asking one of the students to say a question and another one to answer it.
Before setting up the activity I am going to check whether the students know the name of a few words they are going to use in this activity by putting up some pictures on the board. Then, I will ask half of the students to sit facing the WB, and the rest of them with their backs to the first group, and therefore to the WB. The ones with their back to the board will be given white sheets with some objects' lexis, and they are supposed to ask the questions about them and get the answers drawn on a piece of paper. The students, sitting facing the board will see the picture and answer their partners' questions. The students' drawings are going to be put on the board to be compared to the original one. My ICQs: "Can you guys at the back look at the WB?", "What question are you going to ask?" "Are you going to write or draw?" The students are going to get visual FB. If time, the groups would do this activity again with another picture.