Where's my book?

Time: 45 minutes
Materials:
● Lecture slide: BE - Foundation 1 - Lesson 13: Where’s my book?
● https://drive.google.com/file/d/1yjbs39LvvbL2HaFQh_bd8X-tKnv0yKql/view?usp=
sharing
● There are 3 videos for this lesson:
1. Slide 5, 6, 7, 8, 9: https://youtu.be/Z1b1CAKMY04
2. Slide 17: https://youtu.be/IQy39wSvdMQ
3. Slide 22: https://youtu.be/WNG4FgJMyto
● Flashcards
● Whiteboard and pen.

General notes:
● Speed: For each level, speed is really important. Speed will be decided based on the
student's English level. The higher level, the faster speed. Speed will also depend on
the students’ characteristics.
● Pronunciation: For ESL student, correcting pronunciation is really important and
teachers should correct during the class using the back-chaining technique.
● The teacher should appraise the student or correct positively frequently.
● As students are adults, T should ask a lot of questions as well as giving examples to
enhance interaction and to check S’s comprehension. T may ask S to share their own
 ● experience related to the lesson topic.
● If the student cannot answer, the teacher can ask guiding questions to help the S to
get to the answer.
● For students at low levels, T should explain the vocabulary/ grammar points/ answers
with simple sentences and examples.
● For students at higher levels, T should ask S to explain their answers.
!!! Please make sure that the student tool mode is ON during class. For writing activities,
please ask the student to TYPE on the slide or in the chat box.
Evaluate the student performance after class (for teachers): Please spare five minutes to fill
in the performance evaluation for the student via Kyna Teacher’s App or
https://teacher.kynaenglish.com/ . This is compulsory in order to finish the class. Please be
noticed that the form should be filled in for each class within 24 hours.
Teaching techniques & TPR:
(1 min)
Teacher introduces himself or herself; ask for student's name
- Teacher introduces his/her name, nationality
- Teacher asks "What is your name?" and helps the student to reply.
AND OTHER COMMUNICATION (School, lunch, dinner, etc.) TO WARM UP THE CLASS
 Unscramble the words

1. three/ There/ bedrooms / are 2. there/ a / Is/ yard

...................................................... . ..................................................... ?

3. the/ robot/ Put/ living room/ in/ the/

4. There/ apple/ an/ is
please!
....................................................... .
...................................................... !

5. gates/ there/ any/ Are 6. are/ bathrooms/ four/ There

...................................................... ? ...................................................... .

(3 mins)

T says: Before we start, Let's review the previous lesson with me. Here are some given words,
I want you to read these words carefully then unscramble them to make a perfect sentence. I
will give you the pen to write.

T allows them to use the writing tools.

T lets S do it by themselves, you can help them read if necessary but make sure that S read all
the sentences at the end of the exercise.

Answer key:
1. There are three bedrooms.
2. Is there a yard ?
3. Put the robot in the living room, please !
4. There is an apple.
5. Are there any gates?
6. There are four bathrooms.
Vocabulary

poster bed chair

picture coat ball

3

(1 min)

Teacher says: Now we will learn about things in the house. Let's repeat after teacher.

T circles the picture and says the word twice.

After that, teacher underlines each word spells and says it twice then asks the student to
repeat.

T fixes the S's pronunciation.

Wordlist: poster, bed, chair, picture, coat, ball

Vocabulary

behind
near under on

at above
here there

(2 mins)

Teacher says: Excellent, let's move on to today's prepositions. Look at the ball in the picture
and repeat after me.

T circles the picture and says the word twice.

After that, teacher underlines each word spells and says it twice then asks the student to
repeat.
Finally T says the full sentence The ball is....... the box to expose the S with this structure.

T fixes the S's pronunciation.

Wordlist: near, under, on, behind, at, above, here, there

Listen and choose the correct picture

(3 mins)

T introduces the task: We are going to listen to a sentence and tick in the correct picture. First
I will give you 10 seconds to quickly look at these pictures.
T plays the audio and pauses after a sentence.
After S answers, T gives feedback and grants the tool for S to tick.

Answer:
1. B - chair
2. A - behind
3. C. - on
4. A - posters
5. B - bed

Tapescript:
Listen and choose the correct picture.

One, this is a chair (x2)

Pause 3'
Two, The ball is behind the box (x2)
Pause 3'
Three, The ball is on the box (x2)

6
Pause 3'
Four, These are posters (x2)
Pause 3'
Five, That is a bed (x2)
Listen and choose the correct picture

(cont.)

T introduces the task: We are going to listen to a sentence and tick in the correct picture. First
I will give you 10 seconds to quickly look at these pictures.
T plays the audio and pauses after a sentence.
After S answers, T gives feedback and grants the tool for S to tick.

Answer:
1. B - chair
2. A - behind
3. C. - on
4. A - posters
5. B - bed

Tapescript:
Listen and choose the correct picture.

One, this is a chair (x2)

Pause 3'
Two, The ball is behind the box (x2)
Pause 3'
Three, The ball is on the box (x2)

8
Pause 3'
Four, These are posters (x2)
Pause 3'
Five, That is a bed (x2)
Listen and choose the correct picture

(cont.)

T introduces the task: We are going to listen to a sentence and tick in the correct picture. First
I will give you 10 seconds to quickly look at these pictures.
T plays the audio and pauses after a sentence.
After S answers, T gives feedback and grants the tool for S to tick.

Answer:
1. B - chair
2. A - behind
3. C. - on
4. A - posters
5. B - bed

Tapescript:
Listen and choose the correct picture.

One, this is a chair (x2)

Pause 3'
Two, The ball is behind the box (x2)
Pause 3'
Three, The ball is on the box (x2)

10
Pause 3'
Four, These are posters (x2)
Pause 3'
Five, That is a bed (x2)
Listen and choose the correct picture

(cont.)

T introduces the task: We are going to listen to a sentence and tick in the correct picture. First
I will give you 10 seconds to quickly look at these pictures.
T plays the audio and pauses after a sentence.
After S answers, T gives feedback and grants the tool for S to tick.

Answer:
1. B - chair
2. A - behind
3. C. - on
4. A - posters
5. B - bed

Tapescript:
Listen and choose the correct picture.

One, this is a chair (x2)

Pause 3'
Two, The ball is behind the box (x2)
Pause 3'
Three, The ball is on the box (x2)

12
Pause 3'
Four, These are posters (x2)
Pause 3'
Five, That is a bed (x2)
Listen and choose the correct picture

(cont.)

T introduces the task: We are going to listen to a sentence and tick in the correct picture. First
I will give you 10 seconds to quickly look at these pictures.
T plays the audio and pauses after a sentence.
After S answers, T gives feedback and grants the tool for S to tick.

Answer:
1. B - chair
2. A - behind
3. C. - on
4. A - posters
5. B - bed

Tapescript:
Listen and choose the correct picture.

One, this is a chair (x2)

Pause 3'
Two, The ball is behind the box (x2)
Pause 3'
Three, The ball is on the box (x2)

14
Pause 3'
Four, These are posters (x2)
Pause 3'
Five, That is a bed (x2)
Find the shadow

10

(3 mins)

T says: Great work. Moving on to the next exercise called find the shadow.
T underlines the shadow pictures: I want you to look at these shadow pictures here and draw
a line to the colour picture below. After that, write down the word in these squares.

T lets S to use tools and draw lines then fix their answer.
If the S don't know how to do it, you can make an example with shadow no.1

If the S can not do it, T circles each picture and asks :" What is this" " This is a picture". Now
look at these pictures here, where is the word "picture"?

T can help them to draw lines.

Answer key:
1 - B picture
2 - D above
3 - A chair
4 - E near
5 - C ball
Look and read. Choose the correct words and write them on the blanks.

coat
1. You sit on this thing. ……………………

poster 2. You wear this when you go out. ……………………

3. You sleep on this thing every night. ……………………

chair
4. You hang this thing on the wall. ……………………

bed

11

(2 mins)

T asks S to read the given words aloud first then works with S to choose the correct word that
best describes the definition.

Then T grants the tool for S to TYPE the answer in the blank to practise writing.
T can help the student to read and use TPR to give hints. T only says the word when the S can
not remember.

Answer key:
1. chair
2. coat
3. bed
4. poster
Look and write

_____ _____ ____

______ __
12

(3 mins)

T says: Awesome, now we will practice more about prepositions.

T circles each picture and asks "Where is my cat?" then asks them to spell/ write in the
blanks.

If the S doesn't remember how to spell, T can help the student by writing down the first
letter.
The S doesn't have to answer in full sentences but when the task is done, T circles each
picture and asks them to repeat in a full sentence.

Answer key:
1. under
2. there
3. near
4. behind
5. at
Read and write Welcome to my house. Let's go to the living room.

This is my (1) ...................... . Let's sit down.

Those are (2) ...................... . They are (3) ...................... the wall.

These are (4) ...................... . They are (5) ................... the clock.

Where's the ball ? It is (5) ........................ the table.

13

(3 mins)

T says: Let's do a reading exercise. You will read the text, look at the picture and write the
correct word to complete the text.

T signals the S to read, helps them to write down in the blanks.

Answer key:
1. chair
2. posters
3. on
4. pictures
5. near
Point and say

Where’s the ………?

ball chair poster

It’s here/ there.

picture coat bed

14

(2 mins)

T says: Let's talk with me. I will be Huong and you will be Tuyen. We will make a conversation
using these given words

T circles the picture no.1 and asks: For example, Where's the ball? You will say "It's here/
there."
In picture 1,2,3 teacher will be Huong and S will be Tuyen. After that, T switches role and lets
S make the questions with picture 4,5,6

Suggested answer.
1. Where's the ball? It's here. / It's there.
2. Where's the chair? It's here. / It's there.
3. Where's the poster? It's here. / It's there.
4. Where's the picture? It's here. / It's there.
5. Where's the coat? It's here. / It's there.
6. Where's the bed? It's here. / It's there.
Game: Listen and do!

on in under

15

(1 min)

T introduces the game: It's break time. Let's play a small game about 3 prepositions: 'on'; 'in';
at'

T demonstrate the 3 actions for 3 prepositions as on the slide, and lets S practice several
times.

T: Now, listen carefully and do the actions. Pay attention to what you here.
T says faster and faster. T can challenge S by doing the wrong actions when saying.

15
Choose the correct answer

table chair bed paper notebook poster under above here

in on at picture coat book

16

(2 mins)

T says: Hooray, let's move on to our next exercise. Let's look at the picture, read and circle the
correct word.

T circles each picture and asks the S "What is it?", gives them the writing tools to circle.

Answer key:
1. chair
2. poster
3. here
4. at
5. picture
Let's watch a video!

17

(1 min)

T says: We learn the function of many prepositions. In today's lesson, we will learn how to use
these prepositions in a sentence. Let's listen to a conversation between Nathan and Mary.
They are sitting in the classroom.

T plays the video.

When the student is watching, do not act anything to avoid distraction. If the student is not
concentrating, the teacher can repeat the video in order to make student concentrate on the
screen.

Transcript:
Nathan: Where's my poster?
Mary: It's there.
Nathan: Where are my books?
Mary: They are on the table.
Nathan: Are there any rulers in your pencil case?
Mary: Yes, there are. There are 2 rulers.
Nathan: Great ! Can I borrow one?
Mary: Sure, Nathan.

17
Asking about the position for singular nouns.

It is on the wall.

It's there.
Where's my poster?

Singular Noun

Where is + possessive adjective + singular noun ?

Question
Where is my poster ?

Answer It / The (item's name) + is + preposition + object.

(preposition) It is on the wall.

Answer Subject + is + here/ there.

(adverb) It is here. / It is there. 18

(2 mins)

T says: First, let's listen and repeat after me!

T reads the conversation between Nathan and Mary, signals the S to repeat.
T says: As you can see from the conversation. Nathan is looking for his poster. He uses the
word "Where" to ask about the position of something.
Let's look at the table.
T underlines the questions in the table and says: When you need to ask the position of only
one thing, you use this structure:
Where is + possessive adjective + singular noun? Where is my poster?
T underlines the answers in the table and says: How about answering? I think you should
follow this: It / The (item's name) + is + preposition + object. For example, It is on the wall.
T underlines the last column and says: However when the item is near or far from you and
you can obviously see it, you can use: Subject + is/are + here/ there.
It is here. or It is there.
T prepares a pencil and a paper uses them to make questions for the student.

Suggested:
Where's the pencil? It is on the paper. / It is behind the paper. etc.
Asking about the position for plural nouns.

Plural Noun

Where are + possessive adjective + plural noun?

Question
Where are my books?

They/ The (item's name) + are + preposition +

Answer
object.
(preposition)
They are on the table.

Answer Subject + are + here/ there.

(adverb) The rulers are there.

19

(2 mins)

T says: That's how we ask for the position of one item. What about more than one item? Two,
three, four, five, or more?

T underlines the questions in the table and says: Hmm, for plural nouns, we usually make a
question with: Where are + possessive adjective + plural nouns? Where are my books?
T underlines the answers in the table and says: To give the answers, we also use the same
way:They/ The (item's name) . For example, they are on the table.
T underlines the last column and says: When the items are near, you use here and there for
further items. Instead of using "It is", we replace them with " They are" or follow this
structure: Subject + are + here/ there. The rulers are there.

T takes out pencils and a piece of paper and does the same with the task above.

Suggested:
Where are my pencils? They are on the paper/ They are behind the paper. etc.
Look and answer

1. Where is my robot? 2. Where are my balls?

…………………………………… ……………………………………
…. ….

3. Where are my posters? 4. Where is my coat ?

…………………………………… ……………………………………
…. …. 20

(2 mins)

The T says: Look at the picture and answer. I will give you an example.
At first, the T works with Kani puppet to provide a demonstration. The T reads
question 1 : Where is my robot? (stress on robot) Then the teacher circles the picture and
acts on Kani's voice to answer: “It is on my kite.” and asks the students to repeat.

After that, the T says: now it's your turn, the student's name.
Then the teacher does the same way as above for other questions: 2, 3, 4.

Lastly, as usual, it's time for feedback. Compliment the students when they are right.
Correct and ask the students to repeat the right one when they are wrong.

Answer key:
2. They are under the table.
3. They are in the school bag.
4. It is there.
Read and fill in the blanks

1. Where is my teddy bear?

It is ...................... the ball.
near

2. Where are my pencils?

behind v
They are ................ the pencil case.

above
3. Where is my coat?
It is ....................... the TV.
in

on 4. Where are my planes ?

They are ................... the skateboard.

21

(2 mins)

The T point to the questions and says: Now, read the questions then look at the pictures and
lill in the gaps using : near - behind - above - in - on.
T can make an example with those who don't know how to do it: Skip this if they can do it by
themselves.
T says: I will give you an example.
The T does the first gap with Kani puppet as an example for the student.
The T asks the question : Where is my balloon, Kani?,
T circles the word "balloon". Then T acts on Kani's voice to answer: It is behind the ball.
Then the teacher circles the picture of the ball behind the teddy bear and says: " Good job,
Kani. The answer to
number 1 is "BEHIND" .
Next, the teacher writes the word "behind" to the first gap.
The T says : Now, it's your turn.
Student will say the answers for other sentences
The teacher gives feedback: compliment if the students are right, correct if they are wrong.
Answer key:
2. near
3. above
4. on
Listen and choose Yes or No

Yes Yes Yes

No No No

Yes Yes

No No
22

(4 mins)

T says: Great work, now let's move on to a listening exercise. I will give you 10 seconds to take
a quick look at these pictures before I play the audio.
T plays the audio. When the student is listening, do not act anything to avoid distraction.
T plays the audio one more time, pauses at each conversation, and checks the S's answers.

Answer key:
1. No - The doll is on the chair.
2. Yes
3. Yes
4. No - The monkey is under the tree.
5. Yes

Tapescript:
Listen to the conversation, look at the picture, and choose Yes or No.

One,
M: Where is the doll?
F: The doll is on the chair.
Pause 5 secs
Two,

28
M: Where is the dog?
F: The dog is at the door.
Pause 5 secs
Three,
M: Where are the pictures?
F: The pictures are above the bed.
Pause 5 secs
Four,
M: Where is the monkey?
F: The monkey is under the tree.
Pause 5 secs
Five,
M: Where are the pencil sharpeners?
F: They are near the book.
Pause 5 secs
Unscramble the words

1. the/ are/ goldfish/ in/ pond/ The 2. ships/ Where/ are/ the
...................................................... . ..................................................... ?

3. cats/ there/ The/ are 4. bed/ is/ the / The/ ball / on

...................................................... . ....................................................... .

23

(3 mins)

T says: You're doing an amazing job so far. Now let's unscramble the words to make a
complete sentence. In this task, I will give you the pen to write. Try your best !

T allows the S to use the writing tools. If the S can not do it, T can give hints with the first
words.

T asks the S to read the sentence when they finish.

Answer key:
1. The goldfish are in the pond.
2. Where are the ships?
3. The cats are there.
4. The ball is on the bed.
Read and match!

1. Where is the poster? A. The computer is near the picture.

2. Where is the computer? B. They are there.

3. Where are the books? C. The books are in the living room.

4. Where are the pens? D. The poster is on the wall.

5. Where is the bed? E. It is in the bedroom.

24

(3 mins)

T says: Excellent! Let's do a matching exercise. I want you to read the questions in column A
and match them with the answers in column B. However, you may look at the picture
carefully to get the answers.

T asks the S to read all the sentences and helps them to draw a line

Answer key:
1. D
2. A
3. C
4. B
5. E
Let's talk!

25

(3 mins)

The teacher says: Let's practise with a speaking exercise!

The T points to the picture of these things in the communication cloud and says: Look at this
room. It's so messy. Kim is looking for an apple, a book, a pen, a teddy bear. Let's help her to
find out where they are.
The T points to the picture of Kim , circles the picture of the apple in the communication
cloud, then asks: WHERE IS MY APPLE?
The S is expected to answer in a full sentence.

The teacher asks the student to make a similar sentence, using prepositions of position.

After finish, asks them to give questions with extra items such as: hamburger, school bag,
milk, train, etc

Answer key:
- The apple is near the TV.
- The book is on the birthday card.
- The pencil is in the school bag
- The teddy bear is under the table.
 Goodbye
and remember to
do homework!

(1 min)

Teacher summarizes the lesson and ask the student to do homework. Motivate him or her to
watch so they can achieve better scores.

26