Melody Norris Melody Norris

There is/ There are (affirmative)
Beginners level

Description

In this lesson, Ss use 'there is/ there are' (affirmative) to talk about the existence of things in the classroom and in cities. The lesson starts with the T pointing out things in the classroom for the students to name and the teacher to introduce 'There is/ There are'. The teacher then explains the grammar and the Ss are given a HO (circle the correct word in 5 sentences) for controlled practice. This is followed by another HO for semi controlled practice, where Ss have to make sentences about things in a city using There is/ There are. For the production activity, Ss will prepare a short presentation about a city they know to present to their partner.

Materials

Gadgymhsuafwrfjelqea come to my city demo Come to my city DEMO.docx
Jzqzqzvss1kxhvz1afwv there is istanbul ws Istanbul WS- semi controlled practice
Gwba0kvvsc69ltwlp0c1 come to my city ws3 Come to my city WS
49dgbqasugvssa5qfpwq there is ws Grammar WS
F1n0ahhrs3yznhmhb9vq write abt istanbul Write up
Filpmgatt06mwtcaevpv write up demo Write up demo.docx
Gde8popvtjczrvjdc7mw there is sub practice tp4 Pictures for substitute practice

Main Aims

  • To provide clarification of There is/ There are (affirmative) in the context of things in a classroom and in a city.

Subsidiary Aims

  • To provide writing and speaking practice in the context of things to see and do in a city.

Procedure

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

T points to objects in the classroom and says: T: 'What's this?'. Ss: 'It's a book'. T: 'There's a book on the desk'. T: 'What are these?' Ss: 'pens' T: 'There are pens on the chair'. T says: Today's lesson 'There is .., There are...' and writes it on the WB. T points to objects and elicits 'There is/ There are..' S: 'There is a cup on the chair'. T writes this model sentence on the board.

Clarification/ Grammar explained (5-6 minutes) • To clarify the meaning, form and pronunciation

T explains grammar on board: There is a cup on the chair. There is + a/an + singular noun. There are books on the chair There are + plural noun T elicits examples from the Ss using visuals for substitute practice. S: 'There is a pen on the chair'. S: 'There are cups under the chair'. CCQ T: Is there a book on the chair? (pointing to books on the chair) S: No T elicits 'There are books on the chair'. T: Are there pens on the chair? (pointing to a pen). S: No. T elicits 'There is a pen on the chair'. T: Are there cups on the chair?' S: Yes. There are cups on the chair

Controlled practice (2-4 minutes) • To concept check and prepare students for more meaningful practice.

T writes There is/ are twenty students on the WB and elicits answer. S: There are twenty students. T HO grammar WS for Ss to complete individually. Ss check answers in pairs. FB - T asks volunteers to read out the sentences:

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T presents grammar WS part 2 T demonstrates question 1 and elicits the answer from the ss. S: 'There are 17 students.' T: In this classroom, there are 17 students'. In pairs ss complete the WS. FB: S-T

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for freer practice

T shows picture of the Blue Mosque to focus students on Istanbul. T writes on board 'airport'. T: 'Make a sentence' supported (with elicitation). S: There is an airport'. T writes 'buses and taxis'on the WB and elicits: S: 'There are buses and taxis'. T puts students in pairs then HO the Istanbul WS. FB T ask Ss to read out there answers.

Production - Presentation (10-15 minutes) • To provide students with free practice of the target language and to practice the subsidiary aim of speaking and writing.

T brainstorms cities and demonstrates the HO by eliciting things to see and do. T puts the students in groups of 3. T HO 'Come to my city' WS and the students complete together. T shows example of 'write up' WS then HO WS to students to write up their sentences.. T demonstrates presentation. Ss practice in groups. (each member will present 2 sentences each). T monitors FB: Each group presents to the class.

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