kazem kazem

Home and shops, There is and there are
Elementary A2 level


In this lesson students will learn to use 'there is' and 'there are' in the context of a listening activity. The lesson starts with a lead-in about travel. Then the grammar point about 'there is' and 'there are' will be presented. Finally, the controlled, semi-controlled, and freer-practice will be done.


Main Aims

  • To provide clarification of 'There is and there are
  • To provide practice of 'There is and 'There are' in the context of asking and answering questions about different places

Subsidiary Aims

  • To provide fluency speaking practice by talking about their city.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The three pictures on pages 38 and 39 are shown to the the students and they are asked to talk to a partner and tell each other where they want to travel and why. Then the teacher gets feedback by asking one or two students to talk.

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

In order to teach the grammar to the class, the context has been provided by the coursebook itself. The learners have listened to some sentences on page 38 and they have learned about their stress. Two of these sentences are going to be used for teaching grammar. Students will be asked if they remember them.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Learners will be asked if they remember the any of the sentences on page 38 in the listening part. Then, one sentences ' There's a beautiful lake' is going to be elicited for teaching grammar.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

As I elicit this sentence 'There's a beautiful lake', I ask the CCQs such as ' One lake or two?' and 'there is or there are for one lake?'. Then I put it on the board and say 'there's or? I wait for them and elicit 'there is' to help them understand the contraction. And I'll let them know that 'a' means 'one thing'. Then I will drill this sentence and move from choral to individual drilling. Then I would say 'what if we had lakes instead of lake here' in order to tell them that when we have more than one thing we use 'there are'. I will let them know the negative and question form as well.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Students are learned a controlled practice activity which is gap-filling and they are asked to fill in the gaps with some words such is 'is' or 'are' to make sure they have comprehended the grammar lesson. Then they are asked to check their answers with a new partner and some students are asked to come to the board and put the answers on the board. Then the answers will be checked.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Students are going to complete eight questions using there is or there are. First they do it in pairs and then they check and some students are chosen to come to the board and write the answers. The answers are checked through listening to them and learners see the correct answers then they answer the questions about themselves. When it is done, They ask each other the questions and write their partner's answers. Then two of the students are chosen to ask and answer questions.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

Students are asked to think of their houses and make as many sentences as possible about what there is and there are near their houses. Then they change partners and tell new partners. After that two of them are chosen to make sentences.

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