New lesson plan: a house with a history, there + be lesson

Khatereh Tabar

a house with a history, there + be lesson - Elementary A1/2 level

a house with a history, there + be lesson
Elementary A1/2 level

Description

In this lesson, Ss learn about there+be to talk somebody or something that exists.The lesson starts with a flashback to a listening part they've already done. They need to do a completion task to refresh their mind. There is a grammar elicitation process which is followed by a controlled practice. The lesson is concluded by a conversation focusing on the intonation and stress patterns of the sentences and questions made with there+be.

Materials

Pictures

Pictures

Main Aims

Grammar- To provide clarification and practice of there+be and its different forms including negative and questions

Subsidiary Aims

pronunciation and stress pattern

Procedure (37-44 minutes)

Warmer/Lead-in (2-3 minutes) • To engage Ss to activate their previous lesson points

- Ask Ss to talk about what they've studied in the previous lesson. (a house and its different parts)

Exposure (5-6 minutes) • To provide context for the target language through a dialogue they've had before

- Ask Ss to read the dialogue again and complete the chart alone. - Ask Ss to check their responses in pairs. - Put the completed table on the board so Ss can check their responses.

Highlighting (5-6 minutes) • To draw students' attention to the structure of there + be in the examples

- Use the previous table on the board. - Underline all the structures with there+be in the examples. - Ask Ss to give reasons for the way the sentences are formed. - Try to elicit as much as possible before any clarification.

Clarification (5-6 minutes) • To clarify the problematic points

- Put two sentences on the board: There are three families. / There are some families. - Ask Ss to work in pairs to find the differences. - Ask one or two pairs to give their responses. - Clarify the differences the sentences have. (Just in case the responses were not satisfactory.) - Ask some CCQs to make sure Ss are all on the right track.

Controlled Practice (6-7 minutes) • To give Ss the opportunity for more meaningful practice

- Instruct Ss to do the task individually. - Ask them to check their responses in pairs. - Ask them to final-check from the answer key on the board. - Ask Ss to repeat the correct sentences to internalize the structure.

Integrated task (7-8 minutes) • To combine the grammatical points studied with an intonation practice

- Put the model conversation on the board. - Model the conversation for Ss. - Ask Ss to repeat the exact words. - Continue the process so that Ss memorize the conversation. - Show some pictures of chairs, bears and restaurant, library,... to replace original words in the conversation. - divide Ss into two groups of A and B and perform a choral presentation.

Semi-controlled practice (7-8 minutes) • To provide students the opportunity to produce the target language

- Ask Ss to stand up and have a circle. - Instruct them carefully to avoid any misunderstanding. - Submit the first paper to one Ss and ask him/her to have a question using there is or there are and the next S has to answer based on grammar covered. - The process continues with three or four pieces of paper.