Berna Vizcarra Berna Vizcarra

Grammar There is/ are, How many
Elementary level


Abc To change sentences to subject and object questions

Main Aims

  • To enable ss to understand the M, F, P and A of there is/ are(not)in the sentences, ıs there a, are there any and how many in the questions.

Subsidiary Aims

  • To develop ss speaking skills by using the useful language i.e. there is/ are


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

The teacher will put some pictures of things like table, chair. The teacher will ask what is in the each Picture and elicit the answers from the ss. Ss uses the language there is a chair, there are two cars etc.

Test #1 (4-6 minutes) • To gauge students' prior knowledge of the target language

Ss will make sentences about the White House in exercise 1. Ss will use There's../ There're.. for (4) and There isn't../ There aren't... for(-).The teacher monitors them. Ss do peer check and the teacher check the answer with the whole class.

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

These CCQs will be asked to ss. There’s a pencil on the desk Can I use ‘there’s’ for two pencils? No Can I use ‘a pencil’ or ‘pencils’ after ‘ there is’? A pencil Why? It’s singular or just one CCQs There are two markers in my pocket Can I use ‘there are’ for one marker? No Can I use ‘two markers’ or ‘ a marker’ after ‘there are’? Two markers Why? It’s plural or more than one The form will be written by the teacher on the wb and elicit the missing parts from ss. (+) There + is + a tennis court There + are + three cars (-) There + isn’t + a + house There+ aren’t + any + fruits (?) Is + there + a + kitchen? Are + there + any + students? Ss will drill 'There is a and There’s a' 'There are and There’re' The teacher will tell what is appropriate to say and write with there is and there are The teacher will clarify; speaking English ‘There’s’ and ‘There’re’ is common use but in written English if it is formal the common is ‘There is’ and ‘There are’.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Ss will look at the table in exercise 2. The teacher will model the activity by reading two or three questions. Ss will elicit sentences. The teacher will model the stress and intonation pattern The teacher will show the main strong stress is on the noun in column 4 and that the voice rises at the end. The teacher will Show the falling intonation on the short answer. For example: Is there a bathroom in your house? Yes, there is. Ss will listen and repeat teacher's model. In exercise 3 the teacher will monitor while ss ask and answer questions in exercise 2. In exercise 4 the teacher shows the form 'How many + Plural Noun + are + there? The teacher will show 1st question and elicit the answer with 'There are..' Ss will make questions individually with 'How Many'. Ss ask and answer the questions when they mingle. The teacher monitors and prompts.

Free practice (5-7 minutes) • To provide students with free practice of the target language

The teacher will draw a model of her house and ask ss to guess which room is which. After ss elicit the answers the teacher will label the rooms.The teacher will use useful language 'This is my home. There are.... rooms. There's a bathroom/ kitchen/ livingroom. Ss will draw their houses and prepare their descriptions. SS will present their houses in pairs or small groups. The teacher will monitor and take some notes of errors for delayed error correction

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