Abdul shakoor Abdul shakoor

Grammar There is/ There are
A1 level

Description

In this Lesson students will learn and practice " there is/ there are " as main aim and reading comprehension as sub-aim. The lesson starts with pictures of a house having different parts of it with furniture and fixture. The students identify the items first, listen and match pictures with definitions followed by " there is / there are" in the sentences with Meaning, Formation and Pronunciations. Finally there is controlled practices using worksheets with fill in the blank and true/false questions

Materials

Abc Teacher made
Abc New Headway Beginner 4th Edition
Abc google images

Main Aims

  • Clarification of grammar "there is / there are

Subsidiary Aims

  • To provide gist reading using TL practice

Procedure

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

T shows a picture of his own flat and asks "he lives here. Is it a house or flat?" (flat) T shows picture of his living room and asks "This is a room of my flat. Is it living/ dining/ bedroom?" (living room) T shows 14 pictures of household items and their tags. T makes 2 groups of students and asks them to match the pictures with tags and stick to the boards. T shows HO of different pictures of things in a house and asks Ss to listen to the track 8.1 and write numbers with the tags. Ss exchange their HOs and check each others' answers

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

T shows again his own living room and asks the learners to describe his living room "what's in my living room?" "How many sofas are there?" "Is there a table?" T points to others things in his room and elicits from the students things found in the room. T writes on the board the marker sentence "There is a chair" on the board T pronounces the words and asks Ss to repeat after him "chair" "a chair" "is a chair" "There is a chair" T writes and drills the same with other sentence "There are two tables"

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T uses finger techniques to drill the TL "There is a chair" "There are two tables" "Yes there is" "No there aren't" T shows 2 different Pictures (A & B) T puts each chair opposite to each other and asks Students to question answer each other about the things in the picture Student A: (Is there a Tv in your room(picture A)?) Student B: Yes there is/ No there isn't Student A: Are there any photographs? Student B: No, there aren't/ Yes, there are

Reading for gist/ detail with TL (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T shows students HO (1 teacher created) and ask them to find mistakes in it. Ss work individually Ss exchanges the HO in pairs and checks each other's answer sheet. T shows a picture of Robert's bedroom and asks Ss to see the picture of his bedroom, read the text and fill in the gap. Ss works individually Ss checks in pairs T asks Ss to listen to a track and check their HO. T writes answers on the board and asks Ss to check their answers

Free practice (13-15 minutes) • To provide students with free practice of the target language

T shows HO (ex 4 a tv, photographs, a desk, a telephone, lamps, a dvd player) to Ss and asks them to talk about their own living room. Ss works in pairs T makes two groups, picks two students, makes them group leaders and gives them two pictures of living room. T asks them not to show the picture to other members of the groups. in groups other members asks the leaders about the things in the rooms using There's/ there are" The leader looks his picture and answers using TL

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