Ewelina Ewelina

There is/ There are
Beginner A1 level

Description

At the end of the following lesson students will learn the difference between there is and there are, and how to use them in order to talk about the city/town

Materials

Abc Redston, C. with Cunningham, G. (2015) face2face Starter SsBk 2nd Ed. Cambridge
Abc Redston, C. (2013) face2face Starter TsBk 2nd Ed. Cambridge
Abc Redston, C. with Cunningham, G. (2013) face2face Starter WkBk 2nd Ed. Cambridge

Main Aims

  • To provide clarification of There is/ There are in the context of city /town

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of city

Procedure

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

Teacher explain there is/ there are using pictures and sticking them to board. Present on the board main rule when to use a/an some and a lot of using ex 4 a

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Pair work: Students do ex 5a filling gaps with `s or are. After the techer play recording. Students listen and check their answers. Check answers with the class. Practice pronunciation: play recording again. Students listen and notice how we say there is and there are. Play recording pausing after each sentence for students to repeat chorally and individually.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students do exercise 6a choosing the correct words. Checking with a key answer from the teacher.

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

Speaking: Students gets from the teacher note with a hint f.e. Eiffel Tower, Notre Dame Cathedral, Louvre Museum and need to describe to others (using there is and there are). Rest of the class need to guess name of the city. Pair work: put students into pairs. Students take turns to tell to partner about their hometown. Teacher is all the time monitoring and making notes about students errors and mistakes.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

Teacher gives feedback about students errors.

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