This lesson plan is designed for 3 class sessions with 90 min per session. 
 
 

Session 1	Prepositions of time and space ( in, on, at) Meanings for other prepositions
Session 2	Prepositional phrases/ Of or the apostrophe for possesive Verb + preposition combinations
Session 3	Phrasal verbs and review activities

 
 

Session 1	Prepositions of time and space.  The teacher will introduce the prepositions by introducing herself. After listening to the teacher, students will have to read the script of the monologue from the overhead, and they will answer questions asked by the teacher.  The monologue:  I was born in 1968 in Saigon in Vietnam.  *I was born on October 14, 1968.  I have been living in the United States for 12 years.  I live in Tucker on Braxton Place.  My address is 253 Braxton Place.  I work at Lilburn Middle School.  I come to work at 8:15 AM and leave work at 4:30 PM.  The teacher will ask the class questions about where she was born, when she was born, where she lives and works.  Ex:  T: When was I born?  St: You were born in 1968.  One student will write the prepositions of the monologue on the board in the form of a table with 3 columns. The class will define them, with meaning and examples.  Prepositions of the monologue:    Prepositions Meaning Examples in Inside of a location or space I was born in Vietnam. Once the teacher and students discuss the meanings, they will compare their answers to the book (chart p 204-205).  Homework Students will write a paragraph about themselves and their daily schedule, following the model of the above monologue. The following activity allows students to communicate orally and make sentences with the prepositions of space and time. Students will be given a handout of a class schedule. They will work in-groups of 2 students: one student will ask a particular time and place of what happened to his or her partner and his or her partner will answer. Students will take turns asking and answering. Ex:  St1: At what time do you have chemistry?  St2: At 1:00  St2: In which classroom do you have chemistry?  St 1: In room 202 Meanings of other prepositions  Students will be in-groups of 3. They will do b. p 204. They will look up in the dictionary and find examples for the most common prepositions such as: FOR, IN, OF, ON, TO, WITH. Each group of students will write a definition (different from the one of the other group) of each preposition and illustrate it with an example. Teacher and the class will correct the examples, and they all discuss or explain the prepositions.  Here are the definitions and examples of the prepositions given by the students:    Prepositions Meaning Examples with Together She studies with her friends. The teacher will then give a handout on relationship meanings for prepositions, see bottom of p. 205  Homework: Students will write an example that illustrates each preposition listed in (for, in, of, on, to, with).
Session 2	Prepositional phrase  At this phase, the students are more familiar with prepositions. They will explore other prepositions used in prepositional phrases. Students will find out more prepositions with "practice recognizing prepositional phrases"(p. 206).  Students will look up the prepositions that they do not know. The class and the teacher will discuss these prepositions. The teacher will explain other prepositions if the students bring them up.  OF or the apostrophe for possessive  We believe practice with the meaning of possessive (p. 208) is a good introduction to the topic of the use of the possessive.  Students will divided in-groups of 3 and will discuss the meaning of the possessives. The teacher will make necessary corrections and ask students to make a general rule on when to use the apostrophe or when to use the OF.  Once they come up with the general rule, they can compare their answers with the general rule (bottom of p. 209)  Students will individually write 2 sentences to illustrate each category listed on p. 209. The categories are ownership or relationship, body part, human being, inanimate noun. They will write each sentence on one side of a flash card and draw a picture to illustrate the sentence on the other side of the card. Once they finish the flash cards, the teacher will make corrections and will check to see that the pictures are representative of the sentences. The students will be then divided in small groups of 4. One student will show the picture to the group, while the other members of the group will guess what it is.  Ex: (picture with Peter and a foot)  St:" Peter's foot"  Verb + preposition combinations  The teacher will introduce this topic by showing a transparency with a cloze activity. The students will be given a word bank (look at, say to, think of, think about, talk to, listen to).  The teacher will also mention that these combinations are the most common. Students will volunteer the answers and the class will discuss them.  The teacher will introduce/review the WH questions rule. The WH question rule: The word in question is a preposition if it can be moved to the front of WH question  Ex: I come from Atlanta. From where do you come?  Students can also see that they can leave the preposition at the end of a question: Where do you come from? Homework  The teacher will give out handouts of an article. The students will have to highlight verb + preposition and explain the meanings. The teacher and students will briefly review the homework at the beginning of the next session.
Session 3	Phrasal verb  In order to introduce these, the teacher will present examples of the most common ones (go on, find out, get in, get up, come on). The examples will be in the form of dialogue and they will be boldfaced. Students will take turns reading the dialogue. The teacher will tell the students that these are the most common ones. The teacher will explain the meaning of and students will have to explain in their own words the examples. The teacher will explain the difference between verb + prep combos and phrasal verbs. S/he will remind them that the WH question rule cannot identify a phrasal verb.  Review and practice of other phrasal verbs  The teacher will give out handouts on an article from the newspaper. Students will work in pairs and have to highlight the prepositions and phrasal verbs and determine their meanings (time, space, relationships, and possessive). Class discussion will follow.  Review activities As students will know the meanings and the use of the prepositions, they will be able to do the following activity. Teacher will ask students to fill in the blanks with appropriate prepositions. (Volcanoes p. 210). Students will work in pair for this activity. The text is projected on the overhead, students will give the answers and teacher will write and correct the answers.  The following activity is appropriate for visual learners. The class is divided into 4-5 groups, each group will work in each corner to reduce the noise. One student of each group will volunteer to go to the board to draw while the rest of his or her group will take turn to describe a picture.  Ex:  St1: "The table is in the house"  St2 will draw a table in a house.  Note from Ahn: I believe this is a great and fun activity to do with my class. Unfortunately, the reality does not reflect the idea. In my personal experience, the student who draws the picture does not usually reproduce exactly what is described because he or she is not artistic. The class will tease him, laugh, and it turns out to be chaotic.  Students will work in pairs to do ex. H p. 212.  The teacher will also give a phrasal verb at the beginning of each class session. The teacher will explain it and illustrate it with example. The students can add the example into the reference book. See class project below.
Class Project	Long term class project  The teacher will ask students to collect prepositions and phrasal verbs with meaning and examples in a reference notebook. This will be collected towards the end of the semester and s/he will grade them. The teacher can also reward the students with the most prepositions collected with meaning and examples. The reference notebook will look like this:    Preposition Time Space Relationship Example Meaning by       He comes to school by bus. means of transportation     Phrasal Verb  Example Meaning pick up He picks up his brother after school. To come and get someone     Verb + preposition Example Meaning look like He looks like his father. To resemble
And more....	Alternate Activities Suggested By Our Group Members:  Use a set of pictures, each containing a sentence with a blank in it, in order to practice prepositions. Students will work in pairs. One student will have the picture, and the other will choose the correct preposition---three choices will be given.  Divide the class into small groups and ask each group to write as many sentences as they can using all of the prepositions (p.203). Time is limited to 10 minutes. The group with the most correct sentences wins points, etc.  Using the schedule of an imaginary character or famous person, students will use the appropriate prepositions of time in order to complete a sentence about the person's schedule. Students will be given a set of prepositions and some fill-in-the-blank sentences.  Information gap activity: Students will work in pairs. Student 1 will ask Student 2 what's happening on a particular date, and Student 2 will respond according to the schedule that s/he has. Student 1 does not have access to this information.  Students will work in pairs. One student has a picture which s/he will describe to his/her partner. The other person will draw according to the description.  Students, working in pairs, have pictures that are almost identical. One person will say "In my picture, the lamp is on the desk." The other student will respond, "In my picture, the lamp is …." Each student then writes down the differences on a sheet of paper and compares them to the actual pictures.
Resources	http://www.gsu.edu/~wwwesl/egw/grlists.htm. This site allows a student to access lists of various grammar topics. Teacher-made handout listing various verb+preposition combinations