Tohid Asef Tohid Asef

Elementary level


In this lesson, students learn the grammatical structure "there is/there are" in the context of house-sitting. This lesson starts with a lead-in to elicit the gammatical rules. Then, students will compete the rule charts on the walls. This is followed by another grammar exercise for furthur clarification and error correction. Students will work on sentence stress by repeating sentences from the book to enhance their speaking fluency. Finally, students will use the language they have learned in two writing and speaking activites.


Abc computer/laptop
Abc cut-ups
Abc Markers
Abc pictures
Abc White board

Main Aims

  • To provide clarification and practice of "there is/there are" in the context of house-sitting

Subsidiary Aims

  • To provide product writing pracice in the context of house-sitting by constructing sentences.
  • To provide accuracy speaking practice in a conversation in the context of house-sitting.


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

I give students the audio script for the previous listening exercise to maintain the context and engage students in the new language. I tell them to underline all the sentences which have "there is/there are" in them. I demostrate and ask ICQs to make sure that the students have understood the instructions. Then, I will get them to check the sentences with their partner. ICQ1: Do you underline all the sentences? No. ICQ2: Which sentenses do you underline? sentences with "there is/there".

Gap filling (10-12 minutes) • To gauge students' prior knowledge of the target language and clarify the language

I put students in pairs. I give each pair some pictures and a chart showing the rules for "there is/there are". I get them to look at the pictures and complete the chart. I demonstrate the task and ask ICQs. I place the the same pictures and chart on the board and get some students to come to the board and complete the chart. ICQs: What do you look at? The pictures. ICQ2: What do you do then? Complete the sentences. Then, I highlight that before a "lot of" and "a couple of" we can use "there is" or "there are" and that "there is" is usually contracted to "there's". Finally, I write two sentences on the board and elicit the question forms and short answers. I put two question marks on the board and get students to tell me the questions and short answers. Example sentences: 1- There is an internet cafe near hear. 2- There are two eggs in the frighe. I highlight that we usually use any in questions.

Circling the correct word (5-7 minutes) • To give students the chance to practice the new language.

I give students handouts including eight sentences. I tell them that they should work on their own for two minutes and circl the correct option. I demonstrate the activity and ask ICQ questions. Then, I get students to peer check the answers. ICQ1: Do you work with a parter or alone? Alone ICQ2: Do you underline the correct word or circle the correct word?

Sentence repetition (5-7 minutes) • To enhance students' intonation.

I give students the five sentences from the previous exercise. The stressed words are marked. I play the recording and get students to repeat the sentences. I snap my fingers when the stressed words are said. I will demonstrate the activity by doing the first one. If needed I will do back chain drilling.

Semi-controlled practice (writing) (5-7 minutes) • To provide students with writing practice of the target language

I get students to write five sentences about their home for a house-sitter. I demonstrate the activity by giving them examples about my own home and ask ICQs. Then, I get some students to read their sentences to get a W/C feedback. ICQ1- Do you write about my house? No. ICQ2- Do you write for me?No. ICQ3- Who do you write for? a house-sitter

Free practice (role-play) (7-10 minutes) • To provide students with free practice of the language they have learnt.

I put students in pairs. I tell them that one students roleplays the house-sitter and one student roleplays the owner. The house-sitter asks questions using "Is there a" or "are there any and "where is or where are" and the owner answer the questions using "there is" or "there are". I demonstrate the activity and ask ICQs. Then, I get students to switch roles. Finally, I change the pairs into open pairs to get feedback. ICQ1- Who asks questions? The house-sitter ICQ2- Who answers questions? The house-owner

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