Adverbial (Prepositional) Phrases of Place (On)
Slash lv. 2 & 3
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Check the student’s comprehension of prepositional phrases (SLASH Level 2). Develop concepts prior to or as part of the development of prepositional phrases ( e.g. in, on, under, next to). Provide students multiple opportunities to use prepositions in daily activities.
Prepositional phrases generally respond to the questions:
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time (When?),
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place (Where?),
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manner (How?),
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frequency or duration (How far?, How long? How often?, How much?).
Strategy
Teacher actions are highlighted in yellow
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Point to a table in the room.
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Ask: What it is called?
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Say/sign/ fingerspell the word and have the student do the same.
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Write the word on the board.
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Pick up a plate ( or other object) and show it to the students.
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Identify the object, sign, say, fingerspell the word.
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Write the word on the board.
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Put the plate on the table
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Ask: Where is the plate?
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Confirm: Yes, the plate is on the table.
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Write the phrase 'on the table' on the board.
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Tell the students that you will write an English sentence on the board that tells about the plate.
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Write: The plate is on the table.
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Say/sign/fingerspell the sentence with the students. Link the signs/speech/fingerspelling to the printed words.
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Repeat the steps with other objects.
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Tell the students they will learn about the little word 'on'. The word on tells where something is. It answers the question Where…?
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Write the word on. Students sign/say/fingerspell the word.
Advancing the Strategy
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Show the students the bowl and ask them what it is.
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Put the bowl on the table and ask: Where is the bowl?
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Write the phrase on the table on the board.
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Students sign/say/fingerspell the phrase. Link the signs/speech to the printed words.
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Tell the children that you will write an English sentence about the bowl.
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Write: The bowl is on the table.
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Say/sign the sentence and then have the children say/sign/fingerspell the sentence. Link the signs/speech to the printed words.
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Do the same steps with the other objects, e.g. glass, cup).
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Put a chair and a box by the table.
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Give each student a familiar object, e.g., plate, bowl, glass, cup, ball, doll. Tell them they will play a game.
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Tell one child: Put the (plate) on the table.
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After the child has performed the action, ask,“Where is the plate?”
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Elicit the response on the table and write the phrase on the board.
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Have all of the children say/sign the phrase. Ask who can tell you the English sentence. Provide the support needed to get the response: The plate is on the table.
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Write the sentence on the board. Have the children “read” (say/sign) the sentence.
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Repeat the same steps with each child, sometimes them to put their objects on the table, on the chair, or on the box.
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Whenever an opportunity arises during the day, use the new language structure, and hold the children responsible for understanding it and using it.
