Apryl Haynes Apryl Haynes

Grammar - Houses
Elementary level


This lesson will focus on some of the grammar from the listening. Students will practice "there is/ there are" in the context of "houses."


Main Aims

  • To provide practice with the language "there is/are" in the context of "houses".

Subsidiary Aims

  • To provide accuracy in using the grammar (there is/ are)


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Give the students pictures of the interiors of houses. Have them circle the items that are also in their own homes. (Show students a demo by pointing out what's in your own home.) Pairwork: Students discuss in pairs which items are in their home and which items are not in their homes. (2 min) FB: Ask the students to tell the class one item that was also in their home.

Exposure (7-9 minutes) • To provide context for the target language through a text or situation

Present examples via model sentences. Give the students script of listening exercise (1.47) Have the students listen to the recording from the previous lesson (1.47). While listening, they all circle every time they hear the phrases "There is" or "There are". Pairwork: Have students work together to decide which circled words are referring to plural and which are referring to singular. (2 min) FB: Students come to whiteboard. Write a sentence they found that uses plural/ singular.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Give the students a short object lesson using personal items, things from their desk, or items you find around the classroom. Layout the items one at a time and in multiples. QUICKLY, ask questions about color, quantity and other descriptions. (just as a quick demo) Use this illustration to further clarify uses for singular and plural, contractions and drill for pronunciation. PW: Students do the same thing with each other at their desks - asking and answering about objects on their desks. FB: Nominate students to tell the class what's on their desks.

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

Exercise 2 from the student book. This exercise practices question forms. In pairs, have the students make questions using the words in the table. PW: Switch pairs and have the student ask and answer the questions with each other. WCFB: Use nominating to have the students practice one more time.

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

Extra practice activity - Is there a plant in the study? Tell the students they will be playing a memory game. They will look at the picture for a short time and remember as many things as they can. They CANNOT WRITE. -Students study the picture for 30 seconds. PW: Have the students turn their papers face down on the table and work with one another to remember everything possible by asking and answering questions. Encourage them to use as much detail as possible. Ex: "Are there any windows in the garage?" "No, there aren't". Have them write down their answer. Whichever group has the most answers wins. (4 min) WCFB: Have students come to the board and write sentences on the board that they came up with during pairwork. Correct by eliciting.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

Tell students to talk about their favorite place . Have students stand to mingle. They will tell their partner everything they can think of that's in that place and their partner will guess what place it is. (give yours as an example: the coffee shop) Use task feedback only when needed. FB: Write a couple of sentences you heard. Have them guess incorrect or correct and elicit correction.

Web site designed by: Nikue