Name: Sigita Polat 03 Mar 2018 Teaching Practice 4
Elementary level


In this lesson students learn about grammar there is/there are through the context of the White House. The lesson starts with the grammar clarification. This is followed by grammar exercises where students have to make sentences and form questions using TL. Controlled practices where students in pairs practise asking and answering the same questions and freer speaking practice where students are able to practise speaking for accuracy.


Abc • Flashcards and pre - cut word cards (sets of 10) ; tape • PowerPoint presentation • Handouts 1 -
Abc English Unlimited Intermediate SsBk

Main Aims

  • To provide clarification and practice of grammar: There is/there are & how many in the context of the White House.

Subsidiary Aims

  • To provide accuracy speaking practice in a short presentation in the context of own house.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Ss have previously been introduced to the context and vocabulary. Provide review by showing picture of the White House on the board. Ask questions : Do you remember how many rooms are there? How many swimming pools are there? Encourage Ss to say make sentences with " there is/ there are..."

Highlighting (4-7 minutes) • To draw students' attention to the target language

Use w/b to analyze the form of there is/there are & how many. Give Ss HO of the exercise 1 and tell them to make sentences about the White House using there is/there are & there isn't /there aren't . Read through the examples with the class. Elicit the answer sentence 3. Ss work individually. For the w/c FB nominate a confident S to come up to the board and write the answer. Change the student after 2 sentences

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask Ss to look at the table (ex 2) on the w/b. Model the activity by reading two or three questions. Elicit sentences from around the class. Model the stress and intonation pattern carefully. Drill There is/there are pronunciation.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Give Ss HO. Ss do ex 3. They ask and answer the questions from ex 2. Monitor, prompt and ensure that Ss are using forms and pronunciation correctly. Ss work in pairs.

Controlled Practice 2 (4-6 minutes) • To concept check further and prepare students for freer practice

Give Ss HO of the exercise 4. Ss make questions using the prompts. Monitor and help where necessary. Ss work individually and they check in pairs before the w/c FB. Drill some of the questions and then ask Ss to do ex 5. Ss ask and answer the questions in pairs.

Speaking Practice (5-7 minutes) • To provide students speaking practice of the target language

Draw a basic plan of your house on the board. Make a short presentation. Then ask Ss draw a plan of their house or flat. Then they prepare a short presentation using the words from the lesson. Ss in groups of 3 or 4 make their presentations.

Language Feedback (2-5 minutes) • To provide feedback on Ss' written and spoken output

Ask Ss to report about each other's homes. Put some of the errors and good language you noted on the w/b. Ss can correct them.

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