Week 7 CELTA
beginner level

Description

In this grammar lesson, Ss will be introduced to describing the existence and absence of singular and plural items using 'there is/are' and "there isn't/aren't" in the context of describing a living room. They will practice MFP and have controlled practice, semi control practice and free practice. This lesson will be the first in a two part about furniture.

Materials

Abc controlled/semi controlled h/o
Abc markers
Abc living room matching
Abc picture of two living rooms

Main Aims

  • To provide a grammar lesson of clarification and practice of "there is(n't)" & "There are(n't) in the context of a living room

Subsidiary Aims

  • To provide accuracy & speaking practice about describing in the context of what exists and what is absent in a living room

Procedure

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

Show students two different living rooms from two different countries or cultures. Let them speak with a partner about it. Elicit questions such as "What's this?", "What are these?", "Where is this?", & "How many?". Try to elicit comparisons that one living room has and one doesn't.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Pair Ss up. Show Ss the reading activity. Ss read text in pairs. When finished, show Ss matching phrases. Demonstrate matching the phrase with the appropriate room using the ppt, give Ss matching phrases. . FB as a class, place the phrase on the furniture if needed so Ss can identify. Have them repeat the words if necessary.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Group Ss. Show green and red markers. Demonstrate to students they must highlight "There is/are" and "There isn't/aren't any" from the text by writing in black and then underlining in the proper color. Pass out green and red markers. Show answers on the board.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: 'There is/are...'. show picture on power point (green). Show example of singular 'There is a ___." Ask 'How many?' elicit 1. Show example of plurals (There are____.) Ask 'How many?' Elicit 2 or 3. Show your bag with one laptop. Ask or point to "There is/are__." elicit an answer. Show two laptops or armchairs. Elicit second answer to check. 'There isn't/aren't any..' Show red highlighted slide. Form: write 1 and 2 in rows for statement form. Elicit singular and plural form. Next to it draw negative form with 'X' and 'not' for neg form. Question form: . Show slide with '?' Draw 'X' demonstrating 'There' and 'is' are swapped for singular. When finished, show plural slide and highlight 'any' Pronunciation: Write on the board 2 + singular statements. Highlight that 'there' and noun has an accent, i.e. TV, and picture. Write on the board two negative. Accent on 'isn't' and noun. i.e. desk and lamp

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Give semi/controlled controlled hand-out with and 'There is _ __' 'There are ___'. Demonstrate first and remind about 'any'. Pass out answers.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Pair students. Show a picture of a living room. Ss will describe the room using an open gap-fill with question, positive and negative form. Pass out h/o

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Pair ss in appropriately leveled pairs. Ss ask each other about their living room.

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