Daily Lesson Plan -- Lesson 16

Use of "In", "On" and "Under"

Subject: English | Class: Prep | Series: Leeds

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Overview

This lesson teaches three small position words: in, on and under. Children look at four pictures on page 32 and read four short sentences about a child in the classroom, a cat on the sofa, a frog in the pond and a cow under the tree. On page 33 they fill in the blanks with in, on or under. All teaching is picture-led, slow and playful.

Learning Objectives

• Understand that "in", "on" and "under" show positions
• Read the four sentences on page 32 with help
• Point to where something is and say the right position word
• Fill in the blanks on page 33 with in, on or under

Key Words

• in
• on
• under

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Day 1: Learning the Position Words (30 minutes)

Materials

• Textbook page 32, flashcards with the words in, on and under

Warm-Up (5 minutes)

• Say: "I am in the classroom." Point all around the room.
• Ask children to say it with you: "I am in the classroom."

Main Activity (20 minutes)

• Read the line at the top of the page: "The words 'in', 'on' and 'under' show positions."
• Read each sentence slowly and let children repeat:
  • "I am in the classroom."
  • "The cat is on the sofa."
  • "The frog is in the pond."
  • "The cow is under the tree."
• For each picture ask: "Where is the cat?" "Where is the frog?" "Where is the cow?"
• Hold up the flashcard (in, on or under) that goes with each answer

Wrap-Up (5 minutes)

• Show a flashcard and children say a sentence from the page with that word

Differentiation

• Support: Point to the picture while saying the word; let the child just say the position word
• Extension: Ask children to read a sentence on their own

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Day 2: Show Me (30 minutes)

Materials

• Textbook page 32, a pencil and a book for each table

Warm-Up (5 minutes)

• Read the four sentences from page 32 together

Main Activity (20 minutes)

• Play "Show Me": say "Put the pencil on the book." Children do it. Then say "Put the pencil under the book." and "Put the pencil in the book."
• After each move, children say the word: "on", "under", "in"
• Ask: "Where is the cat?" Children answer: "The cat is on the sofa."
• Repeat for the frog and the cow

Wrap-Up (5 minutes)

• Teacher says a position word; children point to the picture on page 32 that shows it

Differentiation

• Support: Practise one word at a time, starting with "on"
• Extension: Children give the "Show Me" instruction to a partner

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Day 3: Activity Time (30 minutes)

Materials

• Textbook page 33, pencils

Warm-Up (5 minutes)

• Quick oral quiz: "Where is the cow?" (under the tree) "Where is the frog?" (in the pond)

Main Activity (20 minutes)

• Read the instruction: "Fill in the blanks with 'in', 'on', or 'under'."
• Look at each picture together and talk about it first:
  • A bird is on the branch.
  • An egg is in the nest.
  • An apple is in the basket.
  • A boy is under the tree.
  • A pup is on the cushion.
• Children write the word in each blank. Write in, on and under on the board to copy.

Wrap-Up (5 minutes)

• Children read their finished sentences aloud together

Differentiation

• Support: Let the child say the answer and trace the word you write lightly
• Extension: Children read all five sentences alone

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Teaching Tips

• Always ask "Where is it?" and point to the picture
• Use real objects so children can see and feel each position
• Praise children when they use the full sentence