Andac Gordu Andac Gordu

TP: 5b
Beginners level


In this lesson, Ss learn about 'There is/are' and have a chance to practice with some contolled and free exercises.


Coydrkxerzil0ut62ato ho3 HO3
Evto8gjtloxw3rvotq6z ho1 HO1
V5oqe95eshkuwmv9k8fo ho2 HO2

Main Aims

  • To provide clarification and practice of there is/are in the context of household-related lexis.

Subsidiary Aims

  • To provide fluency in a conversation in the context of household-related lexis.


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

T hangs the visuals of a house and a flat on the WB and elicits the difference. T asks if the students live in a house or a flat and demonstrates the activity by talking about his own home. "I live in a small flat. There isn't a balcony, but there is a small garden." Then T asks Ss to work in pairs and do the same and tell what they learned about their partners' home as a FB.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T tells Ss that they have 3 minutes to work alone and match the words with the letters. T gives HO1 to the them. Then pair check and T gives the HO1 AK. T divides the class into 3 groups (A, B, C). After that, T gives Ss the folded HO2 and asks; "What's his name? (Robert)" "Where's he? (In the/his living room)" T quick checks 'games','posters','walls' and 'tidy'. Then T tells Ss that they will listen to a recording about Robert describing his living room. T tells Ss are not allowed to take notes while listening.

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

T writes the marker sentence on the board; "There's an old sofa, and there are two armchairs." T underlines "there's" and "there are". Then T plays the recording again and Ss complete the text. Then pair check and nominate each other to give the answers during the FB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T focuses on the underlined words and asks if they are singular or plural. T writes the answers on the WB. T asks Ss to make it a negative sentence and then a question. T clarifies 'any' and 'some' while Ss are making a negative sentence. T asks few Ss to give examples using the TL about their classroom to check understanding. Then T drills the pronunciation using the sentences on the WB.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss have 3 minutes to fill the blanks on HO3 with their groups. After that, a WC FB.

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

T tells Ss to describe their dream house to someone from another group and the partner draw the picture. When the S is done describing, the partner shows the drawing and the S decides if it looks like what they described or not. Then the partner starts describing. Then a delayed error correction at the end.

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