There is / There are
To provide review and practice of "There is / There are" in the context of the things that are present at home or at school. Also to clarify form, meaning and pronunciation with the TL as well as provide additional information about how to use "a/an, some, any" with the TL.
To provide clarification, review and practice with the TL. Also provide additional vocabulary (related to home furniture) and prepositions.
Procedure (24-46 minutes)
The T asks: -"Is there a television in your living room?" (Yes/No) answers are expected but the T will encourage them to elicit the sentence form like "Yes, there is / No, there isn't" Another question: "Is there any bed in your bathroom?" this question is to include some humour to get the Sts attention.
T previously writes down the sentences on the white board: - There is a white board in this classroom. - There is a lot of students in this classroom. - There is some chairs in my living room. - There is a couple of books on my table. - There aren't any television next to the window in this classroom. - There is women and men in this classroom. The aim in this "Exposure" stage is to elicit students the correct form of the target language and to point out the right use of it. They will be asked to point out the mistakes in pairs in 1-2 mins. After highlighting the form and meaning, the T writes: - "There is a/an" is to talk about _______ things that are present in a room or any place ('singular' will be elicited). - "There are + some" for ______things in positive sentences ('plural' elicited). - There isn't / aren't any" for ______ / _______ things in negative statements ('singular / plural' elicited). Afterwards, they will be asked to make sentences in question form verbally. Then, T provides back-up sheets including all the example sentences, form & meaning as well as the question forms and possible answers to the question forms, so that they can revise the topic at home. After clarifying the form and meaning, T writes a sentence on the board: - There is a pencil on the table. - There are some pencils on the table. - There is not any pencil on the table. With these sentences, T asks for drills and also explains that there is a link and also gives info about the stress in the sentence. (Note: While eliciting the correct use of the TL during the first stage, the T also elicits the meanings of prepositions).
T gives study sheets which is about gap-fill. - Individual work (2 mins) - Peer-check - Whole class answer check - "Any questions?" says the teacher after this activity.
T shows a colourful flashcard (bedroom) and models the following activity by asking one student to join her: - There is a bed next to the wardrobe. - Is there a carpet on the floor? - There are 2 chairs in the bedroom The student either responds in positive and negative form. T provides relevant vocabulary that are assumed to be unfamiliar to them such as: armchair, sofa, pillow, curtain, candle holder, cupboard, scales, kettle, (sauce) pan" so that they will not have trouble with the activity. After the vocabulary support and modelling: - Instruction for the activity: "You are going to work in pairs. Here is a picture of ? (T shows the picture and elicits) and you will have a look at the picture for 1 minute and you give the picture to your friend and tell what you remember or ask if "there is any..."" - ICQ: "So, are you going to work individually? (No). Are you going to look at the picture during the whole activity? (No). What are you going to do?" Afterwards; - Instruction:"Now other person in you pair looks at anohter room picture which is ? (they elicit looking at the picture) and the same activity will continue with different picture and other partner." - ICQ: "Is the same person going to have a look at the picture of the living room? (No)." - Follow-up Activity Instructions:"Now, I'd like you to describe the living room in your houses (miming). You have 4-5 minutes to write down the description individually." - Mingling: "Now, please put your notes away and stand up (miming), find different people and describe your living room without looking at your notes." ICQ: "Are you goind to take your notes with you? (No)" (Note: The T monitors and takes notes about the errors Sts make as well as she helps the sts to discover who are in need of help during the activity). ***The T writes down "how many, where" on the board to help the Sts with their description of their living rooms.
T has already written sentences on the board during the previous activity, asks them about the intonation. After some guesses, she lets them listen to the recording in chunks and repeat after each track. After the second sentence, T asks them if they can remember which words are usually stressed. (Note: T informs them that information words such as "nouns, verbs, adj.."; and grammar words such as "there, is, are, on.." are the words usually stressed.) (Note: If time allows, T asks them to work on intonation in pairs after the recording to provide more drills).
Without mentioning the name of the student, the T writes down sentences in error and ask them to correct the form or meaning or pronunciation. (Note: This section may be reversed as immediate feedback during the lesson depending on the time constraint.)