Soner Yaşar Soner Yaşar

TP4
Elementary level

Description

In this lesson, students will focus on forming positive/negative sentences as well as questions using "there is / there are". They will have a context of three different locations, which will be the focus of listening in the previous lesson. Students will then progress to personalizing the language and start talking about places near their homes and their favourite places.

Materials

Abc Map of Eyeries
Abc Map of Auckland
Abc Map of Keswick
Abc Redston, C. & Cunningham, G. (2005) face2face Elementary Student’s Book, Cambridge, p.39

Main Aims

  • To provide clarification and practice of "there is / there are" (positive, negative, question, short answer) to talk about places in the context of my kind of place

Subsidiary Aims

  • To provide listening practice for pronunciation of "there is / there are" through sentences about Keswick in the context of my kind of place
  • To provide accuracy speaking practice in talking about places in the context of away from home

Procedure

Lead-in (2-4 minutes) • To set lesson context and engage students

T will write "Keswick","Auckland","Eyeries" in big capital letters on wb and ask Ss which place they like and why. Ss work in pairs to discuss and share ideas. Get a couple of opinions from Ss.

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

Have large maps of Auckland, Eyeries, and Keswick stuck on different walls of the classroom. Also keep the names of these places written on the wb. Add ticks and crosses underneath each name of place. Ss work as 3 groups, one assigned to each map. Ss will take turns looking at the maps and then will individually go to the wb to write what is and is not present in that particular location. (e.g. a library, a university etc) Every S must write at least one vocabulary item (e.g. hotel, lake, museum etc) They will also have the chance to see some new lexis written on the maps themselves.

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

Point out to what Ss have written on wb. Model the target language with some sentences with student: e.g. "There's a post office in Eyeries", "There isn't...(extension for student) an airport" "There are lots of parks in Keswick", "There isn't...(extension for S) a beach" "There is a hospital in Auckland", "There aren't any... (extension for S) mountains" Chest ex.7. "This table shows the positive, negative, question forms and short answers. The top one is for singular. The bottom one is for plural. Work by yourself. Fill in the gaps with the correct answers." ICQs: > Are we working in pairs or by ourselves? By ourselves > If I say "a park" is it singular or plural? Singular > And "shops"? Plural Distribute ex.7 as guided discovery activity. Monitor as Ss work by themselves. Have Ss peer check each other in pairs after activity. "Check with your partner" Distribute answer key.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language through listening

Ss will listen to some sentences about Keswick. Ask Ss if they remember Keswick. Show ex.8 to Ss. "These are some positive and negative sentences about Keswick. You will listen to them and fill in the gaps. Use "'s", "are", "isn't", "aren't" Pay attention to pronunciation." ICQs: > Are these only positive sentences? No >

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Write "_____ a park?" and "_______ any shops?" on wb. Get opinions from Ss. Write correct answers on wb. Then chest ex. 9: "This is a list of places. First complete the gaps with "Is there" and "Are there". Then, think about your home. Are these places near your home? Write "yes" or "no" under "me" (column) For example: Is there a park? (make a thinking expression) Near my house? hmm YES. So I write "Yes" Work alone." ICQs: > Are we completing the gaps first? Yes > What are we writing in the gaps? Is there / Are there > Are we writing yes or no under "me" or "my partner"? Me Ss work alone completing the list. Monitor to see that they are on track. Then Ss work in pairs to check and compare answers: "Work in pairs. Look at the balloon on your HO. Ask your partner 'Is there or Are there ... near your home?' Complete "my partner" part with yes or no." Demonstrate activity with a S. Ask: "(Student's name), are there any good restaurants near your home?" Ss ask each other "Is there/Are there...near your home?" to complete "my partner" column. Monitor to check progress. FB ?????

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Tell Ss that Fethiye is your favourite place. Give some information as to why: "There's a lovely beach. There are nice hotels. There's a very interesting canyon - Saklıkent." "Now, you have some time. Think about YOUR favourite place. NOT Istanbul. And write your favourite place in the box." (Show handout) "Tick for things that are in this place, and cross for things not in this place. For example, there isn't an airport in Fethiye, so cross." ICQs: > Are we writing MY favourite place on the handout? No > Are we putting ticks for things NOT in this place? No, cross "Work alone. 4 minutes" Monitor Ss.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

Ss work in groups of three or four. Ss tell one another about their favourite places using "there is / are / isn't / aren't" Monitor and help with problems. If time: Ss decide which of their partner's places they would like to visit and why.

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