New lesson plan: There is not, There are not, and ANY

Mithad Alomerovikj

There is not, There are not, and ANY - A1 - beginners level

There is not, There are not, and ANY
A1 - beginners level

Description

In this lesson students will learn about the usage of: there is not, there are not, and yes/no short questions. Also, they will learn how to use 'any' with this forms.

Materials

No materials added to this plan yet.

Main Aims

To provide practice of 'there is not' and 'there are not' in the context of places in a town or city
To provide practice of 'yes/no questions' and 'short answers' in the context of places in a town or city
To provide clarification of 'any' in the context of places in a town or city

Subsidiary Aims

To provide accuracy speaking practice in a conversation in the context of places in a town or city

Procedure (43-58 minutes)

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

The teacher shows pictures of Greenwich/London and Henry. The students guess where he lives? CCQ: Is his living place small or big? (big) Does his living place have parks? (yes) Does his living place have markets? (yes)

Test #1 (10-12 minutes) • To gauge students' prior knowledge of the target language

Ex. 1. Match the answers. FB: Pair work check answers, WC Ex. 2. Fill in the gaps. FB: Pair work check answers, WC The teacher select students to read the answers.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

The teacher focusses on the difficulties the students showed earlier. There is/there are and there isn't/there aren't: clarification ANY clarification (we use any with negative sentences and questions) CCQ: When do we use 'any'? Question sentences clarification: is there/are there Ex. 3 Feedback: PW check and the teacher select students to read Short answers clarification Ex. 4 FB: PW, GW Teacher select students to read the answers

Exposure (5-6 minutes) • To practice pronunciation of the target language

Listening to CD 2. 48 Teacher with back chaining point out the linking Feedback: Students drill the sentences

Test #2 (10-15 minutes) • Check students' use of the target language again and compare with the first test

Students are divided into two groups. Then, they stand in two lines on the board. The students from the first group ask questions about the neighbourhood, and the other students answer. After they finish asking and answering (after bout 2 minutes), they swap partner. CCQ: What do we ask about? (About neighbourhood) Do you work in pairs? (Yes) Do you ask just one question? (No)