Lesson Plan of Position and Direction Words English Grade V

Lesson Plan of Position and Direction Words

English Grade V

Students’ Learning Outcomes

·         Explain position and direction on a picture, photograph or a map.

Information for Teachers

·         Prepositions are words that regulate a noun or pronoun, generating a prepositional phrase. Prepositional phrases then change verbs, nouns, and adjectives. We call these nouns, verbs and adjectives the object of the prepositional phrase. Usually these phrases pronounce the connections of things to each other either in time or space. For example:

·         Position defines placement or arrangement in an order (e.g. first, second, third).

·         Position words or preposition: They tell us about the position, location or placement of things and people like on, in, under, up, down, etc.

·         Positional words are definite prepositions that pronounce a noun's position relative to another noun. as are:

around	upside down	through	between	Top of	bottom
Finish	In spite of	underneath	Near	far	start
above	below	up	down	outside	inside
in	out	front	behind	over	under
On	off	Next to	beside	beginning	Left of
Right of	in the middle of	end

·         Direction words: They tell us about the direction and location of the things and people like left, right, north, south, east, west, straight etc.

·         Positional words teach children about language and the connections of objects in a given space. They are also essential for future learning about mathematics and geography. This is a building block for understanding geometry.

·         Demonstration Method: It is used when we practically show or do something in front of the children/students to show them how it is done.

Material / Resources

Chalk/marker board, picture cards

Worm up activity

·         Recap/brainstorm the concept of ‘in’, ‘under’, ‘on’, ‘right’, ‘left’, ‘up down position words.

·         Demonstrate on students.

·         Make him/her sit on the chair and ask: “Where is he/she sitting?”

         (On the chair)

·         Make sure that students pronounce the prepositions loudly and clearly so you know they are saying it correctly.

·         Make him/her sit under the chair / table and ask: “Where is he/she is sitting?”

(Under the chair/table).make him/her places the book in the bag and asks: “Where has he/she placed the book?”

(In the bag)

Development

Activity 1

·         Let two students stand close to each other. Introduce the vocabulary word next to/beside/in front of/ behind. Change their position and make one student stand in front of another,

·         Divide the class in two groups.

·         Paste picture card 1 on the board.

·         Say “this time, let half the class ask the questions and the other half say the answer”.

Team A	Flash Card	Team B
Q: Where is the boy?		Response: The boy is behind the ball.
Q: Where is the boy?		Response: The boy is in front of the ball.
Q: Where is the boy?		Response: The boy is above the ball.
Q: Where is the boy?		Response: The boy is under the table.
Q: Where is the boy?		Response: The boy is next to the drum.
Q: Where is the boy?		Response: The boy is on the drum.
Q: Where is the boy?		Response: The boy is between the flowers.
Q: Where is the boy?		Response: The boy is in the box.
Q: Where is the boy?		Response: The boy is near the chair.

Activity 2

·         Reinforce the position words and direction words concept to children.

·         Ask students to make sentences to show the position of objects in the picture.

·         Students don’t do the work in their note books independently by looking at the picture card 2.

Team A	Flash card	Team B
Q: Where is the girl?		Response: The girl is under the table.
Q: Where is the girl?		Response: The girl is in the table.
Where is the girl?		Response: The girl is beside the table.
Where is the girl?		Response: The girl is on the table.

·         Write one on the board for the students to write similar sentences.

Activity 3

·         Write 4-5 sentences about two children playing hide- and-seek.

·         Describe where one is hiding and where the other is looking for him.

·         Make a simple drawing to go with what you wrote.

·         Give this opening sentence to the students. They can write the rest of them:

·         Guido and Bubbly were playing hide and seek inside their house. It was Guido’s turn to find Bubbly.

·         The rest of the sentences students will write themselves. For example:  Bubbly thought of hiding behind the door. Then she ran and hides under the bed. Guido started looking in the laundry basket. Then he opened the cupboard and checked there. When he jumped to see if she was sitting over the shelf, he fell down and screamed. Bubbly heard him and came out from under the bed to help him,

Sum up / Conclusion

·         Review the lesson by asking the students to read one answer for others from their notebooks after doing their written work.

Assessment

·         Assess students’ understanding through their correct responses.

Follow up

·         Newspaper Cutting Activity: Have students cut a picture from a newspaper.(paste it in the notebook) and write two sentences using two direction and position words each related to the picture.

·         They can even be allowed to draw a picture in case of non-availability of the newspaper.