Student-Teacher:

Najat Abdulkariem
Date: 12/10/2015
Primary EPC 2401Grade
Lesson
Template
Year
Level:Planning
Three Repeated
(lesson plan
1) 2, Sem 1
Subject: English
Strand:
Learning Outcome (ADEC code and words): 1. Recognize the preposition in sentences.
2. Able to create a sentence, including the preposition words. 3. Pronounce the sentences correctly.
Resources
Label cards- box- whiteboard- PowerPoint slide (for
the book)- Bingo sheet- bug toy-

Preparation (what do you need to do/make before class?)

Prepare the PowerPoint slide- having the box with the toycheck the resource of each activity.
Key vocabulary/ Target Language

Time: 35 minSmallTime: 10 minWhole

Preposition / English
Opening (warmer activity + teacher introduction/demonstration of small group activities)
Take students to the carpet ( ask about the date, days in a week, months in a year, take the attendance, and the
day of today).
Start with a short activity that includes revision about the preposition words. The activity is, I will bring a box
with a bug toy in it, then I will let the students guess what is inside the box, which with these step students will
be engaged and motivated. Then, I will use this toy to show the preposition positions, for example: I will put
the
toy inExperience
the box and(athen
ask working
the students
tothe
tell teacher)
me where the toy is).
Guided
group
with
Talking bingo game! In this activity each group will get a bingo sheet, and each sheet will have different
pictures order. And, I will give each group some cards with the same pictures from the Bingo sheet. Each
group will choose one card then they will say a sentence depending on the picture. After saying the sentences
using the preposition in the right way, the whole class will put the cube in the picture on the bingo sheet. I will
give each student from each group a different color of cubes so, they all will involve with this activity for
instance: (from each group student who get blue cube put first on the bingo sheet ,then the students with the
purple cube and so on).And the first group gets four in one line will win. (From any side).
So, from this game students will be able to put the preposition in sentences. (Explain).
Support and scaffold students when saying the sentences.

Independent Experience (small group activity 1)

This activity about matching cards. Each group will get a puzzle (picture about preposition). They have to get
the final picture, and say the sentence for the whole class. Then, each student will write a sentence describing
the picture. First, I will model the activity for the pupils. I will show them an example (different picture from
the picture they have). Then each group will work alone. While they are working I will support them and help
them. (Extend and explore).

Independent Experience(small group activity 2)

Solve their workbook by their own (writing sentences about the position of five bugs in the picture).
(Evaluate).
Independent Experience(small group activity 3)

Closing
Let the students work on the workbook and see if they need a help. Then I will ask each group to create a
sentence using a preposition.

Time:

5 minWhole

----------

Assessment
Check the students work together. Evaluate their understanding through the sentences they will create.

Reflection WWW/EBI

What went well.

1. This time, I managed the time as the way I planned for. So, I achieved one of my
PDP goals, by divided the time inaccurate way.
2. I keep the students focus all the time.
3. The students liked the activities that I gave it to them.
4. I helped them to understand more about the preposition.
5. I divided the activity ( Bingo sheet) for the students in each group.
6. Give each student a feedback of their work (honestly).
Even better if.
1. I couldnt let the students in low level to write the sentences.
2. It will be better if I let all the students involve in writing the sentences.
3. It will be better if I checked the workbook for the whole class.
Next Steps in learning and teaching
1. Supporting students to write the individual sentences.
2. Using more vocabulary, adding to the verbs in unit two.