School

Bankrathumlom School
Topic
English Propositions of place

Objectives:

Students can understand and choose

between the propositions of places.
(Over, under, next to) when stating a
location.
Students worked well in groups and
communicated effectively to reach the
described goal.

Year Group:

Day

Date

20.11.14

Aims
For students to develop a sound
understanding of the language
task.
To teach students about directional
properties and how they can be
used in familiar places.

Language Focus:
Vocabulary imperatives; prepositions of
location.

Key Vocabulary

References/Sources

Over it, through it, around it, by my

side,
Place
On
Behind
Between
Under
In
In front
Down from

Bear hunt song- http://www.dltkkids.com/crafts/teddy/bearhunt.html

Materials, Resources and Equipment

Organisation / Student Groups

Work sheet Prepositions

Bear Hunt song
Butches paper Map
Pencils

Small groups
Class activities
Open classroom

INTRODUCTION
Connecting, Engaging and Modelling Inquiry

MAIN BODY
Guiding Inquiry and Practise

8:30I will introduce a song to the students that

will help them make a connection to the
propositions of place both phonologically
and physically. This will be done
kinetically. The song is called The Bear
Hunt
In this song the use of over it, through it ,
around it, by my side.

8:50I will now ask the students to complete

the actions around the room. Under
the tables, next to the wall, through
door This will enable students to
make a kinetic connection to the terms
used.
9:05I will pass out a sheet that has a list of
places on them and ask the students
to demonstrate these movements. This
will be done in small groups of 5 on the
floor using any classroom objects they
desire.

Once students complete the song I will

then decide if singing it a second time
would be beneficial or not.
8:45Model the kangaroo in the places around
the room so students get a deeper
understanding of this concept.
The kangaroo is : NEXT TO the window
TO THE SIDE of the
chair

CONCLUSION
Sharing, Explaining and Reviewing
Inquiry
9:25I will ask students to display the practice learnt in
class and ask them what they are displaying. This
is to show a connection to the content.
And example of this would be can you all stand
next to the walls can you all sit in front of the
teacher

Reflection
How did the lesson go? Which learning outcomes were
met?
Today I had the prathom 4/3 class again I was so
impressed with the behavioural change. The students
were still quite boisterous but I could control this more
as I had experienced them yesterday and came in
with a plan. Students reached all the learning
outcomes today, which was rather pleasing as I went
in with the goal to really get the most out of the class.
The next class was 1/1 worked so well the students
just clicked wit everything I was teaching and had a
great time also. This was the best class I had taught
while in Thailand. Whereas the next class 1/ 2 was
polar opposites with the teacher hitting students
through out. This really threw me off while teaching,
as I am not a fan of this.
How was the learning assessed?
The learning was again assessed in a summative way as the students
completed activities. I would listen to see if the students met the learning
requirements set out for the class
What should be the next lesson?
If I were to teach these classes again I would continue with the proposition
of place but change the context. For example the kangaroo was behind the
table. I just walked through the door.
What did I do well? What should I do differently?
I believed that I worked well in getting the learning outcomes met. I was
also able get the students engaged and having fun. Today if I was to do
anything differently it would be to tell the teacher not to strike the students
as it rattled me and hindered my teaching. After a discussion with Mark I
now know I have the right to say not to.
What understandings have I developed/considered?

Mentor Feedback

I now have a great view on the effects of corporeal punishment and I my

views against it as even greater. I also have to consider new ways to get the
students to be more responsive and witnessed first hand how the same
prathom level doesnt always mean same skill level.
University Colleague Feedback (where appropriate)