English Lesson Planner | Talking about places - there is/there are (negative + questions)

Natalie Hideg

Talking about places - there is/there are (negative + questions) - A1 Beginner level

Talking about places - there is/there are (negative + questions)
A1 Beginner level

Description

In this lesson T will learn about there is/there are using negatives and questions through talking about places in their city and their neighborhood. T will start by testing Ss pre-existing knowledge about the grammar point by having them work in pairs and trying to put the sentences/questions together by themselves. After T will provide clarification by using model sentences from the Ss, and then guiding them towards the correct negative and question forms. Ss will complete a controlled activity to check understanding (probably some/any, but depends on the Ss). They will write questions about places in their neighborhoods, that they will then ask to their pair in a final productive speaking activity.

Materials

Face to Face Starter Student's Book, Chris Redston, Cambridge 2009

Vocabulary/grammar flashcards

Pictures of Istanbul, bullfighting arena

Face to Face Starter Student's Book, Chris Redston, Cambridge 2009

Vocabulary/grammar flashcards

Pictures of Istanbul, bullfighting arena

Main Aims

To provide clarification and practice of there is/there are using negatives and questions in the context of talking about places

Subsidiary Aims

To provide accuracy speaking practice in a conversation in pairs in the context of talking about places

Procedure (40-47 minutes)

Testing knowledge of TL (6-7 minutes) • To see how much Ss know about negatives and questions of there is/there are

T puts flashcards up on the board. T sets context: What is there in Istanbul? T asks one S: "Are there a lot of mosques in Istanbul?" S: Yes, there are a lot of mosques in Istanbul. (If S gives short answer, T elicits so S give the full sentence). To next S: "Is there a post office in Istanbul?" S: "Yes, there is a post office in Istanbul." Instructions: In pairs, ask questions to your partner about Istanbul. Use all the vocabulary. Use plural AND singular. (T points to the S's on the words if necessary).You have 5 minutes. ICQs: Are we asking questions, or just saying sentences? Questions. Are we going to use all the vocabulary? Yes. Are we doing singular or plural? Both. T monitors to make sure they are using the plurals/singulars as indicated on the flashcards.

Feedback, modeling (7-8 minutes) • To elicit model sentences and correct form

T writes down model sentences to put on board (positive reinforcement – what they did right). If no correct negative sentences, take an affirmative sentence and ask Ss to make it negative. If Ss say "there is a cricket stadium" - write it on the board and ask Ss to confirm. Elicit correct answer. If they don’t make the contraction, ask them, model with fingers. Point to answers and see if Ss can answer individually. Hot correction.

Clarification of grammar (7-8 minutes) • To clarify the rule through guided discovery

T hands out activity 3. Instructions: (T chests activity) Please write in the blanks, and circle the answer.You have three minutes. Work by yourselves. WC FB: Go over answers. Write the rule on WB with symbols. CCQs for some and any: Do we use SOME when we have 1, or more than 1? More than 1. So we have two or more? Yes. When we use ANY, how many do we have? zero, none Keep the rules brief!!!! Don’t let it get too complicated otherwise too T-centered.

Controlled practice (4-5 minutes) • To give students practice if they're struggling

Probably activity 9 - some and any (TBD). Instructions: (T chests exercise). I want you to circle the correct answers. Work alone. You have 2 minutes. Check in pairs. Quick WC FB.

Semi-controlled practice (4-5 minutes) • To practice writing questions with there is/there are

T writes "Near your home" on the board. Asks students to write at least 4 questions to their partner asking about their neighborhood using the vocabulary on the board. Instructions: Write 4 questions to ask your partner about places that are near his or her home. Please work alone. You have 4 minutes. ICQs: Are we writing questions about our homes, or our partner's home? Are we writing about places in Istanbul? No What are we writing questions about? Our partner's home.

Speaking practice (7-8 minutes) • To practice the TL through meaningful practice

Ss work in pairs to ask each other the questions they wrote. Must answer in the affirmative and the negative, can alternate using short and long answers. Instructions: Now in pairs, talk to your partner and ask your questions. You have 5 minutes. ICQs: Are we going to answer the questions? Yes. Are we going to use short or long answers? Both. T monitors. FB: delayed error correction.

If-time activity (5-6 minutes) • To continue speaking practice, check their understanding (of first conversation)

Ss can then switch partners and tell another S (on the other side of them - have person on the end go to other side of class) about their first partner's home. Instructions: Now, change partners. Tell your new partner what you remember about your old partner's home. Model: (to student) There are some mosques near Pamir's home. There is a shopping center near Nuran's home, etc. ICQs: Are we going to talk to the same person, or someone new? New. Are we going to ask them about their home, or tell them about our last partner's home? Last partner.