zahra ramezani zahra ramezani

preposition adverbs
elementary , grade 3 level

Materials

Abc audio cd
Abc first friend 3 activity book
Abc furniture photos/ labels /google images
Abc white board
Abc my own things and class equipments
Abc photos of my daughter
Abc the text book; first friends 3 ,

Main Aims

  • To provide students with preposition adverbs practice of ON,IN,UNDER in the context of looking for furniture of bedrooms. and to provide them with accuracy speaking practice.

Subsidiary Aims

  • To provide vocabulary review using pictures of furniture in the context of bedroom. to provide a listening practice using the text book audios.to provide writing practice using workbook.

Procedure

back ground • class profile

there are six students in this elementary class. all L1s are Persian. including Ayda who is the most interested student in English in the class. she is six. Aysa is Ayda`s best friend and likes the class she is six too.not very much problem with her .AmirHosein is the oldest he is eight he is interested in writing the most. Arad is seven he doesn't like the activities such as practical thinks and also he is sensitive too. Ashkan is six he is a student who is very active only at the half of the class and then he really gets bored and tired and the last one Matin is seven he is shy and doesn't like to be a partner of a girl. a major problem in this class is that boys and girls talk back to each other and interrupt some activities. All of them passed the three levels of elementary courses; little friends first friends 1 ,2

assumptinos

i assume that students now the vocabulary related to home furniture based on a previous lesson they know the alphabets colors and TOBE verbs and plurals and singulars and the subject pronouns they and it based on previous semesters and I asked them yes/no questions based on them.

anticipating the problems

problem: Ashkan is the boy who doesn't pay attention to lessons at the half time of the class as usual. solution I should do a quick review on the vocabulary and its MFP by eliciting from students. Problem: Arad doesn't participate in some activities. solution: I can participate in his group by myself to encourage him and engage him. problem: Aysa and Ayda are best friends and talk together very much. solution: I pair them in different groups. problem: Matin doesn't share his feeling about language. solution: I would ask him to help preparing the class with the activities. problem: they may have problem with the pronunciation of UNDER THE and ON THE. Solution: I would put emphases on them more during drilling.

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

showing the photos of my daughter in different positions. this is my daughter where is she? in the basket , on the basket, under the basket. elicit the preposition adverbs by using gestures. clarifying meaning, pronunciation and form. model and drill.

Test #1 (10-12 minutes) • To gauge students' prior knowledge of the target language

encourage them to match the photos of furniture of bedroom and the preposition adverbs written in pieces of paper.

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Elicit from students which photos were matched correctly. Clarify MFP where students failed to tag the pictures correctly and/or pronounce correctly. Model and drill the form in questions, where is /where are. Nominate individuals to respond.

Test #2 (5-8 minutes) • Check students' use of the target language again and compare with the first test

Match the pictures with the exact preposition adverbs again. Demonstrate one or two examples.

listening (8-10 minutes) • To provide students with practice in listening.

look at your books this is the bedroom of Bazz and Adam. they are looking for the books: where are they? pointing to each book and asking. using concept check questions... play the song and act

writing (8-10 minutes) • To provide students with practice in writing

do lesson 2 and 3 of activity book pages 40 and 41. monitoring them during the work. Playing the audio track 44, the song

game (10-12 minutes) • To provide students with confirmation

each student imagines to be an animal. then play hide and seek. where is the rabbit? under the chair... where are the birds ..

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