Ingrid Staufert Ingrid Staufert

SYSTEMS-prepositions of place to describe location of objects and people
Second grade, bicultural CLIL level

Materials

Main Aims

  • To provide clarification, review and practice of prepositions of place to describe in the context of location of things or people in their home.

Subsidiary Aims

  • To provide practice and review of with vocabulary of places and furniture in the context of in a home.
  • To provide accuracy speaking practice in a conversation explaining where objects and people are located in the context of in their homes.
  • To provide fluency speaking practice in a conversation about location of objects and people in a house.

Procedure

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

Ask Ss to have a small toy (teddy bear, Hot Wheels Car, Barbie doll, etc) next to them. Have Ss stand up to play a quick game of SIMON SAYS. Ask: Who likes to play toys putting them in different places? Give some Ss a chance to show the class where they can put their toy. -Lets play a game of Simon Says with our toys: Give instructions using the toys to follow what SIMON SAYS with following prepositions of place: in, on under, in front of, in back of, next to, between, above, below, near. When the T does not say SIMON SAYS Ss should not do the instruction given and if they do, they have lost and should sit down. This will go on either until there is only one student standing or time runs out. For example: SIMON SAYS- 1. SIMON SAYS-Put your toy on top of your head 2. SIMON SAYS-Put your toy next to your face 3. Put your toy in back of you-in this case T did not say "SIMON SAYS" therefore the students that completed the action should sit down and stop participating because they have lost. The rest of the students continue playing and the student(s) that sit down will help the T monitor who looses again until there is just one winner. If time permits, and the game ends quickly with a winner, that student will now be "SIMON" and will be able to give the instructions. -T should observe students actions to

Test #1 (10-15 minutes) • To gauge students' prior knowledge of the target language

Activity 1-T will give instructions about the next activity: I want you to remember the prepositions of place with a quick game, I will send you a link in the Zoom chat that you should select when you get it, this will take you to the worksheet. Remember you must write your first and last name, no nicknames are allowed, so that I know who came to class today. Remember this is an activity for you to remember prepositions, do your best, if you don't remember some, don't worry, we will continue to review them. Send the link to the students thru the Zoom chat. T will be able to asses previos knowledge as soon as Ss are finished by accessing to the report in the teacher's account. The report is given automatically as students complete the worksheet. Activity 2-Tell students you will tell them the room of a house and they will walk with their iPad to that room and stay there until T mentions another room. The rooms to be visited can be: kitchen, bedroom, living room, dining room, bathroom, tv room. If the students cannot acceso one of the rooms because they don´t have one or they will get cut off from internet tell them to wait there, have Ss show around to share each room. Teacher will asses prior knowledge of rooms in a house.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T will share screen on Zoom and review the game Ss just finished with a different format but same questions to clarify and correct mistakes. After discussing game teacher and students will go to Nearpod lesson and launch it live to be completed together. T will promote participation of some Ss by reading instructions and helping to answer verbally or giving examplesfor others to hear. T will stop the lesson in the THANK YOU slide. The last slide is a virtual tour of a house that will be used in freer practice after Test 2

Test #2 (10-15 minutes) • Check students' use of the target language again and compare with the first test.

T will give worksheet link to students for them to complete individually. T must remind students to select "check answers" when they complete the worksheet and take a screenshot to upload on google classroom for evidence. With the screenshot of the worksheet, put Ss in breakout rooms for 5-7 minutes in pairs, have them compare answers and help each other.

Free practice (10-15 minutes) • To provide students with free practice of the target language

Ss will go to breakout rooms in pairs, they will each have 5 minutes to walk around their house as their partner asks them about the location of: Ss bedroom, kitchen, bathroom, parent's room, living room) in their house. The student who is asked will explain where it is as he/she walks to the room to show his partner. When the s is in the room he/she will say the location of an object and show his partner. For example: Student 1: Where is your bedroom? Student 2: It is next to my sister´s room. Student 1: (in his bedroom) My bed is next to the window. T will monitor the breakout rooms and listen to Ss practice target language.

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