English Lesson Planner | Veronika`s Plan; TP 6a - Grammar a/ some/a lot of; there is/there are

Veronika

Veronika`s Plan; TP 6a - Grammar a/ some/a lot of; there is/there are - Beginner level

Veronika`s Plan; TP 6a - Grammar a/ some/a lot of; there is/there are
Beginner level

Description

In this lesson, the students will follow up the previous lesson about buildings and locations by further developing on theses terms. The students will learn and practice using a/some/a lot of with nouns and there is / there are in sentences.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, practice and review of a /some / a lot of / there is / there are in the context of my home town

Subsidiary Aims

To provide students with an opportunity to speak about their home town

Procedure (38-55 minutes)

Warmer/Lead-in (2-3 minutes) • To generate interest in the topic and engage students

T shows an enlarged picture from the previous lesson's listening and asks the Ss questions to elicit the topic of the lesson: Are there beautiful parks in Bath? Are there nice parks in Istanbul? What parks do you know?

Test #1 (2-5 minutes) • To gauge students' prior knowledge of the target language

T splits Ss into 2-3 groups, hands out sets of flash cards ( words and pictures). Have them match the words to the pictures in groups. Check the answers on the WB (Ss stick it).

Test 1+ (3-5 minutes) • To gauge student's prior knowledge of the TL

T gives cards to fill in the gaps with is / are. Ss work on their own, but check it in pairs. Ss take turns writing the correct answer on the board. T asks if everyone agrees with the answer.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Using the model sentences from previous exercise, highlight that we use there's with a/an and there are with some and a lot of or a number ( five). Point out that there's is a short form of there is. Highlight that we write there are not (incorrect there're) Point that we use there is/ there are to say that things exist in a place. Write on the board: There's a park in Istanbul. It's very big. There are two restaurants. They're expensive. Highligh there, they're and their have the same pronunciation /ðeə/ Note: negative and question forms of there is/ there are are taught in the next lesson

Test #2 (10-12 minutes) • Check students' use of the target language again and compare with the first test

Pre-teach five-star hotel (using gestures and the board) Show HO, point out that the sentences also about Bath say to fill in the gaps with 's or are individually. Give the HO. Say to swap the pieces of paper. Play recording CD2 45, Ss listen and check the answers. Write answers on the board. Play the recording CD2 45 again. Ss listen and notice how we say there's and there are. Point out that 'there's and there are' aren't usually stressed.

Test 2+ (3-5 minutes) • To practice pronunciation of the TL

Play the recording CD2 45 again pausing after each sentence. Ss repeat chorally and individually.

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

Show the HO. Say to do the exercise individually. Give the HO. Ss compare the answers in pairs. Check answers with the class. 2 three, 3 some, 4 a, 5 some, 6 an, 7 a lot of, 8 an, 9 some, 10 a Then Ss work with a partner and discuss which sentences are true for the town or city they are in now. Ask Ss to tell the class some of their true sentences.