Food, There is/are
The main aim of this session is to provide practice in the use of 'there is/there are' grammar structures using the context of food.
To provide accuracy speaking practice in a conversation in the context of food.
Procedure (42-50 minutes)
Slowly reveal a picture of a fridge using ppt or by drawing on the board. Alternatively, the teacher will turn this into a game, T will divide the students into two groups for the game of hangman. T draws 6 short, horizontal lines on the board, each line represents the letter for the word T is trying to elicit 'fridge'. T gives a clue that this is something you find in the kitchen. T continues giving clues until the students get the word. The first group to guess the word correctly wins.
T shows a picture of a fridge filled with items. T then pairs students and asks them to talk about what is in the fridge. Students talk for 3 minutes, T monitors, listening for the use of 'there is/there are'. T stops the session and tells the students that they are going to conduct as many speed interviews as possible. They are going to ask each other questions for 30 seconds and find out what is in their fridge. They are asked to find as many things as possible in each interviewee's fridge. T observes and listens for the interrogative form. T gets feedback from students, T asks, 'what is in Yuksel's fridge' and T listens for the positive sentence 'there is/there are'.
Depending on the outcomes of the first test. T gives the students an extract from a reading comprehension 'My Garden'. Students are given 3 minutes to read the text. Students are then asked to identify 2 things that are in the garden and underline the sentences that suggests such. They are then asked to identify one thing that is not there in the garden and identify the sentence. T then focuses the students on the sentences they come up with to analyze meaning, highlight form and phonology. T uses CCQs to check meaning. T then uses pictures to teach vocabulary for the next activity. (a fridge, a freezer, a cooker and a cupboard).
T tells the students they are going to role play. T tells students that the role play will be 'a telephone conversation between a customer and a shop assistant' another one will be 'going to the shop' set up. Students are grouped accordingly. Students are encouraged to use the vocabulary they've learned as well as the grammar structures. They are also encouraged to be as creative as possible. T gives students 5 minutes to prepare. T observes and offers help when needed. Students role play.
T distributes copies of the worksheet to be used. T checks that students know the vocabulary of the food items on the worksheet. T shows the pictures of (a fridge, a freezer, a cooker, a cupboard), T elicits the words using the pictures. T divides the class into two groups, then hands picture A to the first group and picture B to the other group. T tells the students to write the names of the food items anywhere they want around the kitchen using the text boxes provided(Individual work). Students are told not to show anybody where they've placed their items. Students are then paired and told to find out where their partners' items are hidden by asking yes/no questions. For example, are there..., is there...Students are encourages to answer with, yes, there are or no, there aren't. The first person to guess all his partner's items wins. Then students then check their answers by telling each other what is in their partner's kitchen using there is/there are structures. T monitors and offers a quick feedback session if students made errors during the task.