Prepositional phrases showing location

Students will learn the Spanish words for several prepositional phrases that show location. This lesson also reviews previous vocabulary.

A lesson plan for grades K–2 Second Languages

By Stephanie Watson

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Related pages

• “ottos mops” by Ernst Jandl: This lesson is designed for students to enjoy a short amusing poem, as well as refine their knowledge of short “o” and long “o” sounds, and use higher order thinking skills to analyze who or what otto and mops are.

Related topics

• Learn more about second languages.

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Learning outcomes

Students will demonstrate their knowledge of prepositions in Spanish through the use of manipulatives.

Teacher planning

Time required for lesson

50 Minutes

Materials/resources

Each student needs a chair and a ziplock bag containing a paper plate, a paper cup, a paper napkin and plastic silverware. Other items that can be used are plastic foods, doll furniture, blocks, school supplies and Legos.

Pre-activities

Students must know the Spanish words for the items (the plate, cup, etc.) in the bag.

Activities

Activity 1

1. Have students stand to the right of their chairs with their right hands raised. Students repeat a la derecha (to the right).
2. Have the students repeat the procedure moving to the left side, raising their left hands, and repeating a la izquierda (to the left).
3. Have students stand in front of their chairs with their hands clasped in front of their bodies and repeat delante de (in front).
4. Have students move behind their chairs with their hands clasped behind their backs, and repeat detras de (in back).
5. The teacher will say the prepositions and model the movements with the students.
6. The teacher will say the prepositions and students will move without the teacher’s example.
7. Students take turns giving the directions to their classmates.

Activity 2

1. The students take the dishes from the bags and place them on their desks.
2. The students follow the teacher’s placement of objects and repeat the directions: El plato esta a la derecha de la cuchara. (The plate is to the right of the spoon.)
3. Students now practice encima de y debajo de (on top and underneath).
4. Students can say sentences for the class to practice.

Activity 3

1. The teacher makes an arrangement of dishes at the front of the room.
2. The teacher makes true and false statements about the dishes such as: El plato esta encima de la taza. (The plate is on top of the cup.)
3. Students respond cierto o falso. (True or false.)

Activity 4

1. Students make their own arrangements with the dishes.
2. Students look around the room and describe a classmate’s arrangement. The other students try to guess which one is being described.

Assessment

• The teacher will observe speech and listening comprehension during the lesson. Students will be called upon in small groups to demonstrate the prepositions they hear.
• Students are each given an illustration of a table setting or other manipulatives that were used in the lesson. Students will listen as the teacher reads ten statements about the location of the dishes. Example: The fork is to the right of the plate. Students will write their true/false answers.
• Students will look at three arrangements of objects and correctly identify which one is being described.
• Students will be able to recite at least four prepositional phraes.