Locating Objects Chris Khonngam

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Locating Objects Background A. Description of program This lesson was designed for use at a private adult ESL school in Honolulu, Hawaii. Classes are grouped according to CEFR, The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Continuing students are tested monthly for new placement. The school emphasizes the Communicative Method of learning English. B. Description of students The students are 15 elementary level ESL students (CEFR A2). The majority are from Japan, however there are also students from South Korea and Europe. Students are young adults in their low to mid-twenties. Most students attend class for four weeks, which is one full term. Approximately 20% attend for several terms. C. Description of course General English Program Level 2 is a comprehensive English conversation and grammar course that equally integrates speaking, listening, reading, and writing skills. Classes meet for four hours per day, five days per week. At this level, lessons have a higher number of teacher-led activities and a greater emphasis on building vocabulary. Assigned course materials include a multi-skills textbook and an intermediate-level picture dictionary. Goal: Students will learn how to describe and comprehend the location of objects using basic prepositions: in, on, off, under, over, far, near, above, below, inside, outside, in front of, behind. Outcomes: By the end of this lesson, the students will be able to: 1. select phrases to verbally describe the locations of pictured objects relative to each other using a word list, achieving understanding in at least 2 attempts out of 3 (66%). 2. interpret verbal descriptions to locate pictured objects using a word list, successfully understanding in at least 2 tries out of 3 (66%). 3. demonstrate unrehearsed use of at least one prepositional phrase to verbally describe the location of a randomly selected object without the aid of a word list, achieving understanding at in least 1 attempt out of 2 (50%). Materials: 1. Slide #1: In, On, Under from The Heinle Picture Dictionary, pp. 12-13. 2. Whiteboard and markers (or equivalent) 3. (optional) video projector 4. (optional) 2-3 dice 5. (optional) game prizes Prerequisite Vocabulary: to be a/the box ribbon black white green spotted

cat neck brown striped

kitten big red jumping

shelf small orange

Locating Objects Chris Khonngam

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New Vocabulary: on top of inside above below underneath

far from outside over under in front of

on off next to behind

between on the left beside near

in on the right around close to

PROCEDURES Activity 1: Warm-up and review of prerequisite knowledge (5 min) 1. Ask Ss: Do you have pets? Do you like cats or dogs? How many do you have? Comment on Ss responses and encourage class discussion about cats, dogs and how many. 2. Distribute copies of Slide #1: In, On, Under and (optionally) project it. 3. Ask Ss: How about this many cats? Too many? How do you find them? Comment on Ss responses. 4. Review prerequisite vocabulary by asking Ss questions about cats on the slide and adjectives to describe them. Examples: What color is cat #1? White. What is cat #10? Spotted. Activity 2: Introduce new vocabulary (10 min) 1. Model using the word list to describe the location of cats on the page: Point to #1. Say: The white cat is on top of the shelves. Point to #2. Say: The small cat is far from the other cats. 2. Group Ss into pairs. 3. Instruct Ss to practice in pairs reading the word list while pointing to the cats. Encourage students to refer to cats by color and size rather than number. For example: Say the white cat, not cat number one. Monitor Ss and correct pronunciation errors. Activity 3: Performance (10 min) 1. Write the model sentence on the whiteboard (omit italicized words): The __________ cat is __________ the ___________ cat.
adj prep adj

2. Model describing the location of a cat and having Ss identify the cat described. Examples: The white cat is above the orange cat. Which cat is it? Number 1. The black cat is on top of the box. Which cat is it? Number 3. 3. Say: Now describe a cat to your partner. Your partner will guess which cat. How many cats can you find? a. Student A randomly picks a cat and describes it using the model. Note: encourage Ss not to follow the list numerically. Make it into a contest. b. Student B identifies the cat by number or by pointing to it. c. Change roles. Repeat. 4. Monitor students to ensure they are taking turns and using the model. Encourage answers and correct syntax/pronunciation errors. Discourage cheating: Ss describing cats by number, not using prepositions, or pointing to the picture before getting an answer. Assess by observing performance using the metric 2:3 correct (66%). 5. Close the activity by asking students how many they got correct.

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Activity 4: Transference (10 min) 1. Divide the class into 2 teams. Say: Now it will be more difficult. Demonstrate hiding the word list by folding it behind the picture on the handout. Instruct Ss to hide their word lists. Cover the word list on the video projector (if applicable.) 2. Say: Now I will choose any cat and you will find it. The winner gets a prize! (Note: the best method to encourage random selection is by rolling 2-3 dice and choosing the resulting number of the cat to be found. Alternatively, you can close your eyes and point to the picture.) 3. Model describing the location of a cat. Acknowledge the first S to answer correctly. The prize can be a reward, points, or just being the next to choose. Example: The big black cat is jumping off the shelves. [Answer: Number 7]. 4. Pass the winner the dice (if applicable) and have the S choose a cat and describe its location to the opposing team. The S correctly answering is next. Repeat. Assess by observing performance using the metric 1:2 correct (50%). 5. Close by acknowledging the winning team. Monitor and encourage use of new vocabulary in future lessons.

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References

Hatfield, J. & Hatfield, C. (1999). Simple Speaking Activities. Oxford: Oxford University Press. Huizenga, J. (2004). The Heinle Picture Dictionary. Boston: Thomson Heinle.