Contents introduction chapter I prepositional phrases and their use

II.2 Teaching ways of prepositions to beginner level learners
As we mentioned above, prepositions are important functional parts of speech to show relationship between two words in a sentence. Prepositions are used all time in English, but it is often difficult to know which preposition to use¹⁹. Prepositions are “little words” but they carry a lot of meaning. It is important to choose the right preposition or we may say the wrong thing. The teachers of English as a second language know very well how important prepositions are. Language teachers must help their learners to develop their ability to use the foreign language. Our learners need to be competent in all skills. They need to develop at the same time knowledge of grammar, vocabulary, functional language and communicative skill. Learning takes place most effectively when learners are actively engaged in the learning process. It is important to have a wide range of visual resources in the classroom. These resources include pictures. Learning is a complex process and visual aids are a great help in stimulating foreign language learning. Things we see play an enormous role in affecting us and giving us information. We predict and deduce, not only from what we hear and read but also from what we see around us and from what we remember having seen. Teachers can help their learners get overall experiences through the use of pictures which illustrate places, objects, people and action from outside world in the classroom.
If we want to understand better how to use prepositions in English, the visual aids will help. Using pictures have a great importance in teaching process. D. A Hill says that standard classroom is one of the possible ways for target language learning²⁰. Realization of this had led teachers to search for methods and materials which will help overcome the problems of this situation. Here some pictures and illustrations that help to make easy teaching prepositions to pupils.


To achieve more success during the lesson we can use some games. To be more specific, to teach prepositions we can use the game “ Where is it?” According to the rule of the game one of the pupils draw a picture of the room and place different things several parts of the room. After completing the picture he will count everything that were drawn in the picture by using prepositions to explain where they are situated to one of his classmates. The next pupil also should draw a picture listening his classmate’s descriptions. When they finish the task the teacher will compare both of the pictures to check how well they understood prepositions.
Write the prepositions on your whiteboard or put the word cards into a pocket chart so the children can see them.
Tell them they will get to choose one of the words and draw a picture that uses an object and that word they chose. Show them an example. Say you choose “Under” as your word. Draw a simple picture on the board of your object Under the box.
Now that you have modeled what you want, let the children have time to create their own images.
Share – let each child show his drawing and tell the group about what he did.
Teaching prepositions will be greatly enhanced if you design lessons that require the children to move, to manipulate objects, or to draw pictures showing what the sentence is saying – preferably all three.
Start with Location Prepositions as the easiest for children to act out, see the action of, and to understand.
If you have multiple children, write their names on sticks and put the sticks into a can. Without looking, choose one name. This will be your first guinea pig. Choose one card and read the word. For example, BY. Say, “John is BY the box.” Fred will act out what you are saying. He will go stand or sit by the box. Choose another name and another card (for example, IN). Say, Linda is IN the box.” Edith will respond by climbing in the box. Continue this way until every child has had time to have a go at this exercise.

Put random times on slips of paper including years, months, specific dates and times. Each student takes a turn drawing one of the times. He must then tell the class what he was doing at that time and must choose the correct preposition of time to express himself. Examples: I was vacationing in June. I was studying on Sunday. I was eating lunch at noon.
Set up a Family Feud style relay to practice using the phrases “in the morning, in the afternoon, in the evening, and at night.” Divide your class into two teams, and have one person from each team come to the front of the room to stand on either side of a desk or table. Ask a question about an activity most people do every day. For example, “What time do most people eat breakfast?” Students should race to slap the table, and the first person who gets her hand down answers with one of the following: in the morning, in the afternoon, in the evening or at night. If a person gives the correct answer, she scores a point for her team. If she gives an incorrect answer, she loses a point for her team. After everyone in the class has had a turn, tally the scores to see who wins.

GLOSSARY