Objectives (5 - 10 minutes)

1. To enable students to identify and use prepositions correctly in English sentences.
2. To develop students' skills to differentiate between different prepositions and their appropriate use in specific contexts.
3. To encourage students to practice applying prepositions in writing and speaking exercises to strengthen understanding.

Secondary Objectives:

1. To promote an atmosphere of interactive and fun learning, encouraging students to actively engage in the classroom.
2. To stimulate self-discovery and independent learning among students through the use of digital resources and study materials outside the classroom.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by briefly reviewing the grammar concepts already covered that are relevant to understanding prepositions. This includes, but is not limited to, nouns, verbs, and adjectives. This can be done through a brief group discussion or a quick quiz.

2. Problem Situations: The teacher should present two situations to the students that illustrate the need to understand prepositions. For example, the difference in meaning of a sentence when using 'on' instead of 'in', or how the incorrect use of a preposition can completely alter the meaning of a sentence.

   • Situation 1: 'The dog is on the couch' versus 'The dog is over the couch'.
   • Situation 2: 'She traveled to London' versus 'She traveled a London'.

3. Contextualization: The teacher should explain how a proper use of prepositions is crucial for effective communication in English, both in writing and speaking. This can be illustrated through examples of everyday situations, such as writing an email, participating in a conversation, or even composing a song.

4. Capturing Students' Attention: To make the lesson more interesting, the teacher can share some curiosities about prepositions.

   • Curiosity 1: Some prepositions in English can be used as other parts of speech. For example, 'on' can be a preposition, an adverb, or an adjective depending on the context.
   • Curiosity 2: The English language has many idiomatic expressions that use prepositions in non-literal ways, such as 'on fire' (enthusiastic), 'in love' (in love), and 'under the weather' (sick).

This introduction should provide students with a solid foundation for the more in-depth study of prepositions that will follow. It should also spark students' interest and curiosity, encouraging them to actively participate in the lesson.

Development (20 - 25 minutes)

1. Theory Explanation: The teacher should start this phase by introducing the definition of prepositions and their function in the grammatical structure of an English sentence.

   • Definition: Prepositions are words that express relationships of time, place, direction, manner, cause, and quantity between two or more elements of a sentence.
   • Function: Prepositions are used to link words to other words.

2. Types of Prepositions: The teacher should explain the different types of prepositions and provide examples for each type.

   • Prepositions of Time: These prepositions are used to indicate when something happens. Examples include 'in', 'on', 'at'.
   • Prepositions of Place: These prepositions are used to indicate where something is or where something happens. Examples include 'in', 'on', 'at', 'under', 'over', 'between', 'among', 'behind', 'in front of'.
   • Prepositions of Direction: These prepositions are used to indicate the direction of something. Examples include 'to', 'towards', 'through', 'across', 'into', 'out of'.

3. Use of Prepositions: The teacher should explain the different uses of prepositions and provide clear examples for each use.

   • Prepositions in Idiomatic Expressions: The teacher should explain that in some idiomatic expressions, prepositions do not follow the usual rules. For example, 'on fire' does not literally mean to be on fire, but to be extremely enthusiastic or excited.
   • Prepositions in Compound Sentences: The teacher should explain that some prepositions can be used together with other words to form compound sentences. For example, 'in spite of' and 'in addition to'.

4. Preposition Practice: The teacher should then guide the students through a series of practical activities to reinforce what was learned in theory.

   • Activity 1: The teacher can provide students with a list of sentences with the prepositions omitted and ask them to fill in the blanks with the correct preposition.
   • Activity 2: The teacher can ask students to create their own sentences using prepositions of time, place, and direction.
   • Activity 3: The teacher can ask students to identify the prepositions in a passage of text and explain why each preposition was used in that context.

5. Discussion: The teacher should encourage students to share their answers and thoughts during the practical activities. This will allow students to learn from each other and strengthen their understanding of prepositions.

Through this development, students should acquire a solid understanding of prepositions and how they are used in the English language. Additionally, engaging in interactive activities and classroom discussions will help reinforce the learning and application of prepositions.

Return (10 - 15 minutes)

1. Recapitulation: The teacher should start the return phase by giving a quick summary of the main points covered during the lesson. This includes the definition and function of prepositions, the different types of prepositions, and their appropriate use.

2. Practical Application: Next, the teacher should demonstrate how prepositions are applied in real life. This can be done through practical examples, such as analyzing an email, a letter, or a news article, where students can identify and discuss the use of prepositions. The teacher can also bring examples from songs, poems, or movie excerpts where prepositions are used, both literally and idiomatically.

3. Reflection: The teacher should then ask students to reflect on what they have learned during the lesson. This can be done through open-ended questions, such as:

   • What was the most important concept learned in today's lesson?
   • What questions have not been answered yet?
   • How will you apply what you have learned about prepositions in your daily life?

   These questions should encourage students to think critically about what they have learned and how they can apply that knowledge outside the classroom.

4. Feedback: The teacher should encourage students to share their answers, doubts, and comments. This can be done through a group discussion, or students can write their responses and hand them to the teacher. The feedback from students will be helpful for the teacher to assess the effectiveness of the lesson and make necessary adjustments for future classes.

5. Homework: Finally, the teacher should assign homework that allows students to practice what they have learned. This can be a gap-filling exercise, a short essay that requires the use of prepositions, or even the creation of a short poem or song that includes the use of prepositions.

The return is a crucial part of the lesson plan, as it allows the teacher to check students' understanding, reinforce the concepts learned, and establish connections with real life. Additionally, students' reflection and feedback provide a valuable opportunity for continuous learning and improvement of the teaching process.

Conclusion (5 - 10 minutes)

1. Recapitulation: The teacher should start the conclusion phase by briefly reviewing the main points discussed during the lesson. This includes the definition of prepositions, the different types of prepositions, the varied uses of prepositions, and the importance of prepositions in everyday language. This recapitulation should serve as a final reinforcement of the concepts learned during the lesson.

2. Connection between Theory, Practice, and Applications: Next, the teacher should highlight how the lesson connected theory (the definition and types of prepositions), practice (exercises and activities carried out in the classroom), and applications (use of prepositions in everyday situations). This will help solidify students' learning by showing them how the acquired knowledge can be applied in various contexts.

3. Supplementary Materials: The teacher should suggest some additional resources for students to continue studying the topic outside the classroom. This may include:

   • Language learning websites that offer interactive preposition exercises.
   • English grammar books that provide a more in-depth exploration of preposition usage.
   • Language learning apps that offer games and activities related to prepositions.

   Students should be encouraged to use these materials to reinforce what they have learned in the lesson and further expand their knowledge.

4. Relevance of the Topic: Finally, the teacher should emphasize the importance of correctly using prepositions in daily English. This can be done by discussing how prepositions are used in various everyday situations, such as:

   • Written communication: formal emails, text messages, social media posts.
   • Oral communication: daily conversations, presentations, interviews.
   • Text comprehension: reading books, articles, news.

   This will help students understand the practical relevance of what they have learned and encourage the continuous application of the acquired skills.

The conclusion phase is important to consolidate students' learning, connect theoretical concepts with practices and applications, and motivate the continuous study of the topic. Through this conclusion, students should feel confident in their understanding of prepositions and prepared to apply that knowledge in their daily English communication activities.