English · Year 2

Active learning ideas

Prepositions: Showing Position

Active learning works well for teaching prepositions because students need to physically manipulate objects to grasp spatial relationships. When children move items and describe their positions, the abstract concept becomes concrete and memorable. This hands-on approach builds confidence as students see immediate results of their language choices.

• ACARA Content Descriptions
• AC9E2LA05

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Small Groups

Scavenger Hunt: Position Hunt

Provide cards with prepositions like 'under' or 'behind.' In small groups, students search the classroom or playground for objects matching each preposition, take photos or draw them, then write sentences describing their finds. Share one example per group with the class.

Can you find the word in the sentence that tells us where something is, like 'under', 'on', or 'behind'?

Facilitation Tip

During Scavenger Hunt: Position Hunt, provide a checklist with visual examples to keep students focused on the target prepositions and avoid off-task movement.

What to look for

Give students a picture of a classroom scene with several objects. Ask them to write two sentences describing the position of two different objects using prepositions like 'on', 'under', 'beside', or 'behind'.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 20 min · Whole Class

Simon Says: Preposition Commands

Call out commands using prepositions, such as 'Simon says put your hand under your chin.' Students follow only if 'Simon says' is included. Switch leaders midway so students create their own preposition commands for peers.

How does a preposition help us describe where things are?

Facilitation Tip

For Simon Says: Preposition Commands, demonstrate each command first so students hear the preposition in context before acting it out.

What to look for

Read aloud sentences that contain prepositions of position. Ask students to hold up a green card if the preposition correctly describes the position and a red card if it does not. For example: 'The cat is on the mat.' (Correct) vs. 'The cat is under the mat.' (Incorrect if the cat is on it).

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Toy Scene Builder: Describe and Build

In pairs, one student describes a scene using prepositions, like 'Put the car behind the house.' The partner builds it with blocks or toys without peeking. Switch roles and discuss accurate preposition use.

Can you write a sentence using a preposition to describe where your bag or chair is?

Facilitation Tip

In Toy Scene Builder: Describe and Build, require students to say their sentences aloud before touching the toys to reinforce verbal practice.

What to look for

Ask students: 'Imagine you are telling a friend where to find your favorite toy. Which prepositions could you use to help them find it? Give an example sentence using one of those prepositions.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 15 min · Individual

Preposition Mapping: Classroom Map

Individually, students draw a map of the classroom and label object positions with prepositions, such as 'clock above door.' Pairs compare maps and add missing details.

Can you find the word in the sentence that tells us where something is, like 'under', 'on', or 'behind'?

Facilitation Tip

During Preposition Mapping: Classroom Map, circulate with a clipboard to listen for accurate preposition use as students describe their placements to partners.

What to look for

Give students a picture of a classroom scene with several objects. Ask them to write two sentences describing the position of two different objects using prepositions like 'on', 'under', 'beside', or 'behind'.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach prepositions by pairing spoken language with physical action, as research shows this strengthens memory and comprehension. Avoid isolated worksheets early on, since students need to experience position before labeling it. Use consistent language like 'next to' and 'in front of' to build familiarity, and correct errors immediately during activities to prevent misconceptions from taking root.

By the end of these activities, students will confidently use prepositions to describe locations with accuracy and detail. They will explain positions clearly, correct errors in peer discussions, and apply prepositions naturally in speaking and writing tasks. Progress shows in their ability to give precise instructions and describe scenes using correct language.

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Watch Out for These Misconceptions

• During Scavenger Hunt: Position Hunt, watch for students selecting any small word near a noun instead of focusing on position words like 'on' or 'next to'.

  Give each student a colored marker and have them underline the preposition in the sentence on their checklist after placing the object, ensuring they match the word to the action.

• During Toy Scene Builder: Describe and Build, watch for students who believe changing a preposition does not change the meaning of their scene.

  Ask students to rebuild the same scene with one changed preposition, then discuss how the new position alters the description and relationships between objects.

• During Simon Says: Preposition Commands, watch for students placing prepositions before the object in their sentences instead of after.

  Have students repeat the command aloud as a full sentence after acting it out, emphasizing the correct structure: 'The ball is behind the box,' not 'Behind the box the ball is.'

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Methods used in this brief

• Think-Pair-Share