Speaking:
Where is it?
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will describe and ask about object locations using prepositions of place.
Materials
• Classroom objects (e.g., books, bags, pens, a box)
• A small toy or object for demonstration
Preparation
• Place objects in different positions (e.g., a book under a chair, a bag on a table).
• Write model sentences on the board (The book is under the chair.).
Activity Breakdown
1. The teacher places an object somewhere and models a sentence (The toy is on the table.).
2. The teacher asks, Where is the toy? and elicits responses.
3. Students take turns placing objects and asking their partners, Where is the…?
4. The class discusses answers together.
Instructions
1. Look at the object.
2. Say where it is (It is on the…).
3. Ask your partner, Where is the…?
4. Take turns placing objects.
5. Check answers together.
Concept Checking Questions
• “If something is on the table, is it touching the table?” (Yes.)
• “If a chair is next to the table, is it close or far?” (Close.)
Examples
• The book is under the desk.
• The bag is next to the chair.
Extensions/Varations
• Harder: Students describe multiple objects in one sentence.
• Easier: Students repeat model sentences before trying independently.
Error Correction
• The teacher asks for self-correction before providing the correct form.
Writing:
My Room
Grouping:
Time:
Individual → Pairs
20 minutes
Aim
Students will write sentences describing their room using prepositions of place.
Materials
• A worksheet with a blank room drawing
• Example sentences on the board
Preparation
• Print worksheets with a blank room layout.
• Write model sentences (My bed is next to the window.).
Activity Breakdown
1. Students draw their own room layout.
2. They write sentences describing their furniture’s location.
3. They read their descriptions to a partner.
Instructions
1. Draw your room.
2. Write sentences (The chair is next to the desk.).
3. Check your sentences.
4. Read to your partner.
5. The teacher checks your work.
Concept Checking Questions
• “If my desk is next to my bed, is it far away?” (No.)
• “If my chair is behind the table, where is it?” (At the back.)
Examples
• My lamp is on my desk.
• The wardrobe is in front of my bed.
Extensions/Varations
• Harder: Students write a paragraph about their room.
• Easier: Students fill in blanks before writing freely.
Error Correction
• The teacher highlights mistakes and asks for self-correction.
Listening:
Listen and Place
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to descriptions and place objects accordingly.
Materials
• Small classroom objects (e.g., erasers, pens, books)
• A worksheet with a blank room layout
Preparation
• Prepare sentences like Put the book under the chair.
• Set up a classroom demonstration.
Activity Breakdown
1. The teacher gives verbal instructions (Put your pen next to your notebook.).
2. Students listen and move objects as directed.
3. Students check with a partner.
Instructions
1. Listen to the teacher.
2. Move the object.
3. Look at your partner’s objects.
4. Check if they are correct.
5. The teacher reviews answers.
Concept Checking Questions
• “If I say Put the book behind the bag, where does it go?” (Behind the bag.)
• “If I say Put the pen in the box, does it go inside or outside?” (Inside.)
Examples
• Put your pencil under your book.
• Place your bag in front of the chair.
Extensions/Varations
• Harder: Students write their own instructions.
• Easier: The teacher demonstrates before students try.
Error Correction
• The teacher repeats instructions and elicits correct placements.
Reading:
Match the Pictures
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read descriptions and match them to pictures.
Materials
• A worksheet with pictures of objects in different positions
• Sentences describing object locations
Preparation
• Print worksheets with pictures and matching sentences.
• Prepare a model answer key.
Activity Breakdown
1. Students read descriptions like The cat is under the table.
2. They find and match the correct picture.
3. Pairs check answers before the class review.
Instructions
1. Read the sentences.
2. Look at the pictures.
3. Match the sentence to the correct picture.
4. Compare with your partner.
5. The teacher checks answers.
Concept Checking Questions
• “If something is on the chair, is it touching the chair?” (Yes.)
• “If a table is between two chairs, where are the chairs?” (On both sides.)
Examples
• The cat is under the sofa.
• The keys are on the table.
Extensions/Varations
• Harder: Students write their own descriptions.
• Easier: Students use word banks for help.
Error Correction
• The teacher asks students to explain their choices before correction.