ipek ipek

There is/are
Elementary, 2b level


In this lesson, the students will learn about positive, negative and question forms of "there is and there are" including the comprehension of singular and plural words. Following the meaning and form of the grammar topic, a controlled practice will be done for comprehension of the subject including a listening practice. There will also be freer practice for the involvement of all students.


Abc Audio Aid-8B
Abc Audio Aid-9B

Main Aims

  • To provide clarification of positive, negative and question forms of there is and there are in the context of hometowns and places.

Subsidiary Aims

  • To listen and practise the sentences with the positive and negative forms of there is/are.
  • To speak in the context of hometowns and places.


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

Ask the students to guess where I am from in Turkey, give some clues like the capital of Turkey, there is Anitkabir, Atakule and then ask if they are all from Istanbul or any other city. Tell that there are a lot of roads,apartments, restaurants but there aren't many parks or trees. Ask what they have in their hometowns. get some answers from them as a warmer. The pictures of Auckland, Keswick and Eyeries (received from Google) are stuck on the wall before the lesson starts. Ask the students if they can remember those places from the previous lesson with Banu and what they can remember about each of them.

Highlighting (4-6 minutes) • To draw students' attention to the target language

Divide the class into three groups. First show the papers/cards prepared as separate bunches (each group of papers/cards including the same 9 sentences received from the exercise 3 of Unit 5 in the Student's Book - Face2face) and tell them to discuss to find the correct sentences and stick them on the pictures. After completing, the groups check each others pictures and sentences and correct if there's any mistake.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

In order to check that the students have an understanding on the singular and plural words, use the sentences in the previous exercise and ask if "road" is singular or plural. If they do not answer, ask "Is there only one road or are there 2 roads?" showing the numbers by hand. Then continue asking "things, a hotel, mountains, restaurants, a beach, a park, houses, a museum, a bus station, shops" Write "Singular" and "Plural" on the whiteboard and according to the answers write the words with arrows in the right place. Get the copies of exercise 7. Tell the students to fill in the blanks discussing in pairs. Ask "will you fill it alone, on your own?" According to the answer, repeat the instruction and give the hand-outs to them. Project the exercise 7 on the whiteboard and check the answers with the whole class. Underline There is/are parts on the whiteboard and get the guesses of the students on its meaning. Ask the students "Is there a computer here/in this class?" "Is there a clock on the wall?" Are there chairs in this class?" "Are there students here?" Get their answers after each question. Explain that we use there is - there are to say that the things exist in a place. (Exist: to be or to be real / http://dictionary.cambridge.org/dictionary/english/exist) Show and underline the contracted form of "There's" in an example and the form of "There are". Any difference? Look same? No. Ask the 's in "There's" and expect them to answer "is". Tell that we can write "There's" but not "There're" putting a cross on it. Show the examples of positive sentence and short answer form and elicit the difference of 's and is. Write some examples on the WB and ask if they are correct or not. 1-There's a big market. 2-There're nice houses. 3-Yes, there's. Focus on the examples of question and negative forms by underlining "any". We use “any” in negatives and questions of plurals.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Show the handout of Exercise 8 (from Face2face, Elementary) and tell them to fill in them on their own and check the answers in pairs. Project the exercise and show the ticks and crosses and explain the instructions according to the first three items. "Is it true-false activity?" No. Check the answers with the whole class from the recording R5.3 of Face2face Elementary student's book.

Free Practice (10-12 minutes) • To provide students with free practice of the target language

Show the HO of Exercise 9 (from Face2face, Elementary) and say the gaps will be filled to make questions. Project the exercise and do the first 2 with the whole class. Then tell them to work in pairs. Listen to the audio (ex.9b) from the computer and check the answers with the whole class. Now ask them to fill in the second column and ask the first question to Selim "Is there a park near your home?" Yes/No. Then ask Fatos "Are there any shops near your home?" Yes/No. Ask "Are we reading the questions?" No. we are answering them. After they complete, say "Now you will ask these questions to your friends." As an example, go to Neriman and ask "Is there a park near your home?" and write in the paper "Neriman - No", then go to the other side of the class and ask to Bertan "Is there a market near your home?" and write in the paper "Bertan - yes". Now ask them to stand up and ask these questions to their friends. Call on a few students to share what they have learnt.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

If there is time, play the game called "city taboo". Divide the class into two. First ask if they know taboo game. The difference is they will be able to use the hint words in the cards but they need to make sentences with "There is and There are". If they like they can give more information, if it is not included in the card. Give 6 cards including names of cities from Turkey and all around the world to each group. One student comes from the opposite group to take her/his card and tries to explain it to her/his group and expects them to guess the city name.

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