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There is / There are - Beginner Level
Beginner level


In this lesson, students learn about the structure "There is / There are" and they will have the oppurtunity to practise the basic vocabulary for buildings, streets and directions. The lesson starts with a listening activity about places. This will be followed by introducing vocabulary about buildings. The singular and plural forms of the words will be introduced. Students will be asked to make sentences using there is /there are. After they talk about their streets and make recommendations, a reading text about directions will be read


Abc Vocabulary
Abc Picture Dictionary
Abc Reading Exercise
Abc Listening Exercise
Abc Grammar exercise

Main Aims

  • To clarify the grammar there is / there are

Subsidiary Aims

  • To present and practice basic vocabulary for buildings, streets and directions


Stage 1 /Lead-in (3-5 minutes) • To set lesson context and engage students

- Introduction - Listening two dialogues and discussing the place after each dialogue. - Students will be given the text and oppurtunity to listen again - Choosing pictures for the dialogues - Students decide where the people in the other pictures are

Stage 2 / Vocabulary (5-8 minutes) • To gauge students' prior knowledge of the target language

- Drawing students interest in the photos - Reading the words in the box aloud, the students' ability to say the words will be checked - Students will be paired and each pair will choose the words for one of the pictures. (e.g: Pair one circles mosque and cars for Photo A) - Clarifying the distinction between the words (singular - plural) - Singular and plural forms of all the words will be written on board - Marking irregular plurals with boardmarker of another colour and pointing out their difference

Stage 3 / Teaching Grammar (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

- Explaining there are different structures for singular and plural - Giving examples by using the words on the board from the previous activity - Asking students to write There is / There are sentences using the words they are given - Checking their work - They read the correct answers to the class and teacher writes on board

Stage 4 / Speaking (8-10 minutes) • Check students' use of the target language again and compare with the first test

- Writing a sentence on board using there is / there are about my neighbourhood - Giving students picture dictionary - Asking what is there in their street or neighbourhood - Students are given time to have a look at the words and any questions to teacher - They speak in pairs, then they tell teacher

Stage 5 / Reading (13-15 minutes) • To provide students with free practice of the target language

- Reading café reviews and finding them in map - Explaining the meanings and differences of "near" and "next to" - Giving examples using these words - Standing in different spots in the classroom and asking students "Where am I?" - Emphasizing that we say "next to" but we say "near" using one word - Asking to read dialogue and to find the missing words. - Listening the dialogue and telling answers - Students read the dialogue in pairs

Stage 6 / Language Practise (5-10 minutes) • To provide controlled oral practice focused on using the language accurately

- Setting an example by telling my favourite places in Istanbul and their locations. - Asking students describe theirs - Students are grouped by 3 and each group comes up with suggestions on different places (cafe/ concert hall/ theatre)

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