Leyte Normal University

Integrated Laboratory School

Tacloban City

A Semi-Detailed Lesson Plan in Grammar for Grade 7 Students

Angelica E. Monteroso Miss Roxanne Y. Olaso, LPT

Student-Teacher Student-Teacher Educator

I. Objectives
Provided with series of activities, the Grade 7 students will be able to do
the following:
a. spell words correctly;
b. pronounce the spelling words appropriately;
c. define prepositions;
d. determine the use of prepositions; and
e. write a paragraph with prepositional phrases.

II. Subject Matter

Topic: Prepositions
III. Learning Resources
a. References: Grammar and Application Grade 7
www.ego4u.com/en/cram-up/grammar/prepositions
www.teachingideas.co.uk/vocabulary/prepositions-activities
www.fluentu.com/blog/educator-english/teaching-
prepositions-esl/
www.homespellingwords.com/7th-grade/spelling-list-9
b. Other Learning Resources: visual aids, pictures, box, strips of
paper, chalk and chalkboard

IV. Procedure
A. Spelling
The teacher provides the class with the list of spelling words and let
them copy. After copying, the teacher also lets the students read the
words while correcting their pronunciation.
Afterwards, the teacher lets the students spell the words on a ½ sheet
of paper (crosswise).

B. Motivation
The teacher lets the students play a game titled “Oh My Ghost”. The
teacher tells the class that there is a ghost in the classroom. The ghost is
fond of leaving messages and the students are to act as ghost busters.
The students are to find the hidden messages in the classroom. The
students who find them first are the winners.
 There is a sticky note under the chair.
 There is a sticky note on the table.
 There is a sticky note above the chalkboard.
 There is a sticky note on the wall.
 There is a sticky note in the notebook.
C. Lesson Proper
 1. Before the Lesson
The teacher gives the students instructions and they are to follow
them as given by the teacher. The teacher also gives emphasis on the
prepositions in each statement.
 Put your hands inside your pocket.
 Put your right foot behind your left.
 Put your hands to your sides.
 Cross your left hand over your right.
 Put your bag beside your chair.
 Put a notebook on your armchair.
 Put your hands on the shoulders of the person next to you.
 Put your ballpens inside your bag.
 Put your left hand above your head.

The teacher also lets the students take note of the instructions.
2. During the Lesson
a. The teacher asks the students what they noticed on the instructions
given.
1) Where did I tell you to put your ballpens?
- Inside our bags
2) In the last instructions, where did you put your left hand?
- Above our heads
3) What kind of words do you think are inside and above? Are they
called nouns or pronouns?
- No. They are prepositions.
4) What do these prepositions do? Do they tell us where to put or
place something?
- Yes. They tell us where exactly we should put
something.
5) What kind of prepositions are they then?
- Prepositions of place

Then, the teacher discusses briefly the prepositions of place.

Teacher’s Discussion
Prepositions Explanation/Meaning Example
in  position or state inside something  in London, in the book,
in the kitchen
at  in the area of…; specific position  at home, at the table, at
 an event (or a place related to it) my side
 at the party, at the
cinema, at school
on  position above  on the desk
 in contact with  on the wall
 for a certain side (left/right)  on the left side
 the state or process of  on leave, on fire, on the
 means of conveyance way, on the phone, on
TV, on the radio
 on trains, on the bus, on
a plane
 off  from a place of position  off the table, off the
wall, went off to
Canada, got off the bus,
turned off the TV
by, beside  at the side of; close to, next to  by the door, beside the
car, stand by me
under  in a lower position; beneath the  under the table; under
surface water
over  in or at a position above  put something over a
 more than shirt, walk over
something, over my
dead body
 over 100 years; over ten
miles
below  in or to a lower place; beneath  below the surface;
below 20°; below the
clouds
above  higher than something else;  above the door; the
overhead clouds above; the
problems cited above
up  from a lower towards a higher  up the hill; up there is a
point …
down  a descending direction  rolled down the hill;
walking down the street

b. The teacher lets the students do an activity titled “Pick-a-boo”. The

teacher lets the students pass around the room a box while music
is playing. The person who holds the box as the music stops will
pick a question from the box and answer it. The teacher also tells
the class to take note of the questions and answers in the activity.
 When is your birthday?
 What time do you usually wake up?
 If you had no curfew hours, what time would you like to go
home?
 If you were to go on a date on Valentines, with whom would you
like to go with?
 What month do we celebrate the Independence Day?

Afterwards, the teacher asks the following questions:

1) What do you notice in the questions? What do they ask?

- They ask about time.
2) Did you use prepositions to answer the questions?
- Yes.
3) What do those prepositions tell us? What kind of words are
they?
- Prepositions of time

Then, the teacher discusses about the prepositions of time.

Teacher’s Discussion
Prepositions Explanation/Meaning Example
On  days (of the week) & dates  on Sunday; on May 1st;
on Christmas Eve; on
my mark; on the
weekend
in  months / seasons / year  in summer / in July / in
 part of the day 2017
 after a period of time  in the evening
 in an hour; in the future
At  a specific point of time  at 11:15 p.m.; at half
 exceptions (when?) past six
 at noon; at night;
learned English at 42; at
the weekend; at first
glance
Since  from a specific point in time until  since 1980; since
now (past till now) yesterday
For  over a certain period of time  for the first time in
forever; for 3 years
Ago  from now to a specific point in the  a second ago; a decade
past (now till past) ago; a while ago
During  throughout the course or duration  during summer; during
of something the vacation; during the
discussion
Before  previous to in time; earlier than  before winter; before
dawn; I have to talk to
the client before I call
my manager
After  subsequent in time; at a later time  after midnight; after
than tomorrow
until (till)  up to a certain point in time  until Monday; I’ll wait to
call my manager until I
hear from the client
to/past  telling the time  ten to two (1:50) / ten
past two (2:10)
from/to  a starting point / an end point  from the beginning;
from now to eternity
By  not later than  by 12 o'clock; by next
week

c. The teacher asks who among the students are fond of acting, and
let two volunteers do a role play. One student acts as a tourist
asking for directions from another student who will now act as a
local. The tourist may use the school premise to ask for directions.
Afterwards, the teacher asks the students the following
questions:
1) What did you notice in the activity? What is the tourist asking
from the local?
- Directions
2) Did the local use prepositions to answer the questions?
- Yes.
3) What kind of prepositions do you think are they?
 - Prepositions of directions/movement

Then, the teacher discusses briefly the prepositions of

directions/movements.

Teacher’s Discussion
Prepositions Explanation/Meaning Example
Across  on, at, to or from the other side  across the street; lines
across the paper
through  from one end or side to another  through the tunnel; a
tour through France
to  in a direction toward a person /  go to bed; move on to;
thing face to face
 toward a (given) state  back to health; all the
way to; to die for
into  movement to the inside / interior  went into the kitchen;
of crashed into a tree
 to the condition, state, or form of  breaking into pieces; go
into banking
out of  from the inside to the outside  drag myself out of bed;
 no longer in the condition, state, out of nowhere
or form of  out of town; out of
order; out of fashion
Onto  movement to the top  jumped onto the table

Towards  movement in the direction of; or  towards the house;

closer to toward the future;
toward peace
From  a starting point; movement away  walked home from the
from station; traveled
 a source, a cause; a distinction from NY to LA
a note from the teacher;
know right from
wrong

Then, the teacher also briefly discusses about other prepositions.

Teacher’s Discussion
Prepositions Explanation/Meaning Example
of  originating from, composed of,  men of the north; a cup
associated with, belonging to of coffee; the hand of
God; that friend of yours
by  in the name of; through the  a book by Mark Twain;
agency or action of by myself; played by the
rules; killed by a bullet;
one by one they left; by
car, by bus
about  estimation of quantity toward a  about ten people; about
(given) state two miles
 on the subject of  a book about English
 ready to do something  the chorus is about to
sing
for  indicates the object, aim or  happy for you; eager for
 purpose fame; for one thing, …;
for heaven’s sake
with  in the presence or use of  with a friend; with
cheese; with
confidence; with a lot of
…; will be with you
shortly; from Russia
with love

3. After the Lesson

The teacher lets the students group themselves into five groups
and do an activity called scavenger hunt.
Mechanics:
1. The students are grouped into five.
2. There will be five stations and each station has hints that will
lead the groups to the hidden treasure.
3. Each group is assigned to a station and they have to finish it
within three minutes. After three minutes, the groups have to
move to another station.
4. The group to find the hidden treasure first will be the winner.

Stations:

1. “Where you at?”

In this station, the students have to answer the
question correctly. “In the classroom, where do the teachers
usually stay?
- They usually stay in front of the room.
Hint: front
2. “What time is it?”
“What time does your first subject start?”
- It starts at 7:45.
Hint: at
3. “Picture quiz”
The students have to describe the pictures.

Hint: table

4. “Puzzle”
Across: 1. through, into, out of; 2. on, under, above
Down: 3. at, since, ago
T
 I
M O V E M E N T
P L A C E

Hint: under

5. Spot the Preposition

(See Appendix A)

V. Evaluation
1. The students answer the activities 1 and 2 in their workbook, Grammar
and Application (pp. 130-133).
2. On a ½ sheet of paper (crosswise), the students write a paragraph about
how they usually come to school. They have to describe from the moment
they wake up to the moment they arrive in the classroom. They have to at
least use 10 prepositions.
Example:
I usually wake up at 5:30. By 7:15, I am already outside our house.
From our house, I pass through a covered walk and cross a street. Then, I
ride a tricycle. If the traffic is not heavy yet, I usually arrive at school by
7:30. Before coming to the classroom, I prefer to stop by the canteen.

The students are graded with the following criteria:

Organization of thoughts 10 pts

Correct use of prepositions 10 pts
Grammar awareness 10 pts
TOTAL 30 pts

VI. Assignment
The teacher lets the students answer activities 3 and 4 in their
workbooks.

VII. Remarks

VIII. Reflection