-to learn about and practice the use of space prepositions to indicate where house objects are placed;
-to promote language awareness and encourage meaningful interactions;
S-Students
T-Teacher
PHASES OF PROCEDURE INTERACTION SOCIAL MATERIALS AIM OF ACTIVITY TIME
LEARNING FORM 1 Lead-in. Rooms T places a picture of a house on the BB T-Ss Plenary Flashcards; -to engage 3 in a house. and a set of different rooms on the Individual Blackboard; students and desk. S are invited to go to the desk, activate their pick up a room and place it where it schemata; needs to be in the house. 2 Match it! Each student receives a piece of paper T-Ss Individual Blackboard -to actively 6 with a related object written on it. T plenary Sheets of enhance the writes a couple of rooms on the BB and paper rhythm of the tells the S that they have to go to the BB lesson, providing and write down the word next to the a meaningful appropriate room. The others carefully lexical base; observe and step in whenever necessary to make corrections. 3 Is there a lamp in T gives each student a picture of two T-Ss; T-S; Ss-Ss Plenary; Flashcards; -to stimulate a 10 your bedroom? rooms (a bedroom and a living room) individual productive and a couple of statements, (There are background; four lamps in the bedroom) that the S -to practice the have to read and determine if they’re use of there true or false by writing: Yes, there is/are; is/are. No, there isn’t/aren’t. After this the T reads the statements and calls out random students to read their answers. 4 The lamp is on T presents three space prepositions T-Ss; T-S; S-S; Plenary; Flashcards; -to practice using 10 the desk. (next to, on, under) and then pulls out a Ss-Ss individual; Blackboard; space picture of a particular room. He then prepositions; asks the S where the lamps are placed in that room. T writes down the answers on the BB and S in their notebooks. 5 How many? Again the T sticks a picture of a room on T-S; S-S Plenary; Picture; -to practice using 15 the board and start writing questions individual Blackboard; there is/are...; about how many objects can be seen in -to promote that room. (eg. How many socks are language there? There are...) T chooses certain S awareness; to write their answer on the board making sure that the rest of the class make any necessary adjustments. 6 Feedback T starts asking questions about the T-Ss; T-S Plenary; - to track down 6 number of objects in their classroom . individual any knowledge gaps;