There Is/Are Statement and Question Speaking Practice TP2B
Speaking for fluency practice in the context of places to live.
Grammar practice of the positive form of there is/there are observations.
Procedure (42-52 minutes)
Greeting students and ask about the list of cities written n the WB. Ask them if they can guess why I wrote them down. ICQ Istanbul is a big town/City? Who lives in cities? People? Who do you think lived in all these cities? CCQ: How many cities have you lived in?
Pre-teach essential vocabulary by showing the students pictures of types of structures on the WB via Data Projector. Elicit correct answers from students by asking them to correctly identify the type of structure. Offer clues, and if unsuccessful, explain. CCQs Point at building, ask if it is something other than what it really is. Repeat twice. Next, write 1 and 2 in large numbers on the WB, ask which is more. Then write there is and there are on the WB, and explain there is, is for 1, there are, is for 2 or more. CCQ Is one more than two? Two is, or two are? There is three students? Right or wrong? Give out exercise 1 from English Unlimited Workbook. Demonstrate questions 1 and 2. Monitor students during exercise, at completion, assign students to work in pairs and check their answers. Ask student pairs to share their answer to one question. CCQ So, one is, and two ... ? Ask about cars and buses in the street. Are there? Yes, there are cars and buses, or easy, yes, there are. Demonstrate is there a big house? Yes, there is a big house, or, yes, there is. PW Students rewrite Exercice 1 answers are questions. Monitor and have pairs share their answers with class. CCQ Are there any houses. Yes, there are houses/ there are.
Divide students into four groups, two groups of at least four to answer questions about the towns, they will be Group A. Divide the remaining students into two teams to ask about amenities in the different towns. They will be group B. If there are fewer than 16 students, use three groups of four and have them alternate roles. Once the groups are assigned, divide the four members of Group A into four categories and give each of them a town card and have them give the town a name. Give the questionnaires to Group B, and instruct them to choose the ones most important to Give Group A a few minutes to study their cards, and Group B a few minutes to complete their questionnaires. Monitor both groups to ensure the follow the instructions correctly. When they are finished, instruct them to stand one each in a corner, and then proceed with your own questionnaire as per the rules to demonstrate what Group B members should do. ICQs: What are we looking for? Places we like? Places we don’t like? Who do we ask about where we can find these places? The students with the town maps? Or the teacher? The students then proceed to play the game.
Students perform speaking task in groups, using their completed questionnaires to find the town they want to live in. Monitor and provide corrective feedback.
Elicit correct uses of there is/are from students. What did you tick on your questionnaire? What question did you ask the town people? Rehash questions if required.