royaalp royaalp

streets, There's and there are
beginners, A1 level


In this lesson, Ss are focusing on grammar (language). They are also supposed to learn more vocabularies about places of a town improve their listening and writing skills. Teachers can do it by showing the pictures, setting an example about the town and the existence of different places that are available in their neighborhood. Ss can learn it by being put in various pairs and groups and practicing the grammar by doing a pre- prepared text or an audio, chatting games for the speaking skill, a jumbled game for the listening part and writing a 2 or 3 sentences story about their own neighborhood.


Main Aims

  • To provide practice of There is/there are in the context of there's a car in the street/there are cars in the street

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of there is a drugstore in my neighborhood/ there are department stores in my neighborhood.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

1-T shows a picture of a neighborhood to Ss to discuss in pairs. 2-ICQ. 3-T asks for the feed back of the Ss in pars by asking 'what is in the pictures?'

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

1-T gives a HO to Ss to find the true or false sentences about the picture . 2-ICQ 3-T does the peer check.

Highlighting (2-3 minutes) • To draw students' attention to the target language

1-T writes down the answers on the WB and ask the Ss for correcting the wrong ones and then write down all the correct answers on the WB and highlights the differences between 'it is/there is and they are/there are'.

Clarification (2-4 minutes) • To clarify the meaning, form and pronunciation of the target language

1-T explains the differences between 'there is and there are' and how we use them with singular and plural nouns. 2-T explains about the contraction form of "there's" and how it's pronounced naturally.

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

1-T gives a Ho to Ss to fill in the blanks of the sentences in pairs. 2-T does ICQ 3-T does the peer check.

Semi-Controlled Practice (2-3 minutes) • To concept check further and prepare students for free practice

1-T gives a HO to the Ss to unscramble the sentences in pairs. 2-T does the ICQ 3-T does the peer check and writes down the correct sentences on the WB.

Free Practice (3-4 minutes) • To provide students with free practice of the target language

1- Ss talk with each other about the place where they live. 2-T does the ICQ 3-T observes the pars to correct them at the time of need.

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