Rolando Espinoza Rolando Espinoza

Copy of Teacher Plan 5
Beginner level

Description

In this lesson, students will learn 'there is/there are' by way of TTT. First we carry on conversation about cities from the previous lesson. Then students will be given an HO on which they will choose between there is or there are . Then we will go over the grammar meaning, form and pronunciation. We will finish up with a speaking in which the students will speak about a city they know of.

Materials

Abc Find the differences
Abc Find the differences
Abc Work Book HO
Abc Adapted HO
Abc Find the differences

Main Aims

  • To provide clarification and practice of there is/there are in the context of city life

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of cities

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will use the context of the city for the lesson so during the lead in I will elicit things that are found in a city, specifically things that you might go to see as a tourist. I want to also elicit nouns that are plural and singular so the students gain a feel for what grammar they will be learning in the lesson.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

The first test will be several sentences in which the students must choose is or are to complete the sentence. This is to gauge what what the sts already know and what areas we will work on more in depth. After they are done will check answers and lead right into teaching the meaning, form, and pronunciation of there are/is.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

To clarify what is singular and what is plural I will put several different examples of each on the board and have students tell me which is which. Then we will put these into sentences to break down the form. I plan to have an example of both on the board (There are 342 bridges in St. Petersburg. There is a concert tonight.) Then I will ask CCQs to make sure sts know the meaning of both. (Are there many bridges? Yes Is there one bridge? No How many bridges are there? 342.) (how many concerts are there? 1.? 1. Is there more than one concert? No) Then we will make sure everybody uses the proper pronunciation with drilling.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Students will then do exercise three on page 61 to test their understanding. This exercise has them create a there is/are sentence for each one of the bold words in the paragraph. Teacher will do an example. Students will check in pairs and then we will go over sentences as a class and perhaps go over some pronunciation. I will give FB and EC where necessary.

Practice speaking (13-15 minutes) • To provide students with practice of the target language

I will give sts a HO in which they must first tell each other what is in the picture using there is/are. Then they must find the seven differences in the pictures using the TL. We will check as a class. Flexi-exercise: I will have students choose their favorite city in the world and write 3 there is/are sentences about this city. They will then share with their partner what city they like and what is in it.

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