Lesson Plan of Words Showing Position

Lesson Plan of Words Showing Position: Preposition

Subject English

Grade II

Students` Learning Outcomes

  • Recognize, identify and use a few words showing position e.g. up/down, here/there (Preposition of location)

Information for Teachers

  • A preposition is a word that shows the relationship between things in time and space.
  • Prepositions of place/location simply tell the location of a thing (noun) or describe where an action is taking place.

Words Showing Position

  • Encourage the students to use the prepositions in routine classroom situations.
  • Consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk/marker, duster, flashcards, pictures, toys or little balls of newspaper/wastepaper


  • Ask the students, “What is the difference between these sayings?”

Words Showing Position

          1. The ball is on the box.
          2. The ball is in the box.
          3. The ball is under the box.
  • You can make simple drawings on the board or bring an empty box and a ball (if you don`t have a ball, scrunch 5-6 papers together to make a ball.
  • Tell them that word such as ‘in’, ‘on’ and ‘under’ show the ‘position’ of the person or a thing that is why they are called prepositions.


Activity 1

  • Use of preposition: bring an empty box to class.
  • Collect different things from the students such as pencils, scales, eraser, books copies, pencil box etc. put them in the box. Now ask the students what you were doing.
  • Focus on the words ‘in’. try putting things in different positions, such as;
      • under the box
      • on the box
      • behind the box
      • in front of the box to give students a better idea of different positions.

Words Showing Position

  • Ask them: where is the ball now? The students may answer in their mother tongue. Don`t snub them. Repeat the word in English.

Activity 2

Use of prepositions on /under

  • Make the meaning of the prepositions ‘on’ and ‘under’ clear by this ‘Show and Tell’ activity.
  • Sit on the chair and put something such as pen, book, rubber or ball under the chair.
  • Say: ‘I am sitting on a chair’; ‘The ball is under the chair’.
  • Note: you may use any object easily available such as pen, pencil, rubber, book, toy etc. instead of ball.
  • Ask them questions such as;
      • Do cows sit on a tree or under a tree?
      • Do you sleep on a bed or under it?
      • Do you put your books on the table or under it?

Activity 3

  • Give some simple instructions to the students such as;
      • Put your hands on your head.
      • Put your hands up.
      • Put your hands on your waist.
      • Take your tongue out of your mouth.
      • Put your book in your bag.
      • Put your pencil under your chair.
      • Put your pencil in your bag.

Activity 4

  • Ask two students from the class to come up. Have one student stand next to you and have the other student stand at the back of the class, away from you. Point to the student standing next to you and say:
  • This is Ali/ Amana (you can say the students` name)
  • Point to the student who is standing next away from you and say: That is Hassan/ Sara (you can say the students` name)
  • Tell them: ‘This’ is used for people or things near you and ‘That’ is used for people those standing away from you.
  • Point towards a student and say: come here.
  • Point towards any corner of the class and say: who is sitting there?
  • Now ask the more questions to make the concept of here and there clear to them.
  • For example: where is your book? Where is the teachers` table? Etc.

Activity 5

  • Ask the students the following questions:
      • What is there? (pointing towards ceiling) (Expected answer: Ceiling, roof, lizard, sky, clouds, sun and birds)
      • What can you see up in the sky? (Expected answer; birds, clouds, sun, moon, stars and aero -planes.)
      • What is up on your head? (Expected answer; hair, forehead, scarf, cap, hat and doppatta)
      • What has fallen down? (Expected answer; crumple some papers and throw them on the floor at different places, cloth or pencils or any answer according to the require situation.)
      • Look down, what can you see? (Expected answer; shoes, socks, floor, legs, mat and insects.)
  • Ask the students to work in groups of 4.
  • Make little balls by crumpling up kite paper in different colours.
  • You can also do this activity with common objects such as pencils, rubbers, sharpeners etc.
  • Give one bit of crumpled paper, ball, pencils or rubber to one member of each group.
  • Ask one member from the group to hide their ball/pencil, rubber, etc. somewhere.
  • The other group members will guess where their group members hide their ball/pencil/rubber.
  • For example: under the table? On the floor? In the bag? Etc.
  • Ask the students the following questions:
      1. What are prepositions and why are they used?
      2. When are the prepositions here and there used?

Sum up / Conclusion

  • Ask the students to solve the exercise given in the textbook at the end of unit/chapter.


  • Use development activities to assess students` progress. The follow up activity can also be used for this purpose.
  • Give a picture from the textbooks and ask children to make sentences using preposition ‘in’, ‘on’, ‘up’, ‘down’, and under to describe location of things/objects in the picture.

Follow up

  • Ask the students to locate the position of the ball with prepositions ‘in’, ‘out’, ‘on’ and ‘under’.

Words Showing Position


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