English Lesson Planner

Frea Haandrikman

Frea TP5 - Elementary level

Frea TP5
Elementary level

Description

In this lesson students learn to use "there is" and "there are" in the context of rooms in a house and objects at school. They are introduced to the context through listening exercises about the White House. After the listening exercises, the students focus on grammar. They have to complete an exercise without much help before we look at the grammar together as a class. After this explanation students will use the new language to form questions.

Materials

Listening track

Kkykhqess5oegjodfomp straightforward elem ssbk u3b pp34 35

Handout

Listening track

Handout

Main Aims

To provide practice of there is/are in the context of rooms in a house and things at school

Subsidiary Aims

To provide specific and detailed information listening practice using a text about the White House

Procedure (44-58 minutes)

Round of names (1-2 minutes) • To get to know each other's names

*Ask students to state their names

Lesson vocab review (3-5 minutes) • To set lesson context, review vocab and engage students

* Write "part of a house" on the board * Mime eating * Wait until students guess dining room * Mime two more rooms * Have a volunteer student mime a room.

Pre-listening (4-5 minutes) • Familiarize students with the topic, and help students access prior knowledge

*Put the picture of the handout on the board, ask students what's on the picture *Form pairs, and show the handout. Explain exercise 1. *Give students the handout. Students answer the questions in pairs *Class feedback

Listening 1 (5-6 minutes) • Students listen for detail

*Explain exercise to students *Students order the sentences individually while listening to the track *Check in pairs

Listening 2 (5-6 minutes) • Listening for specific information

*Read out the numbers in the exercise *Instruct students to read the sentences *Play the recording *Student check answers in pairs. *Put answers on board.

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

*Explain exercise grammar 1, without teaching the grammar. Do 1 and 2 as a class. *Have the students work out the exercise in pairs.

Teach (6-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

*Go over the grammar of there is/are. Focus on affirmative and negative, questions will come later *Don't forget pronunciation!

Test #2 (3-5 minutes) • Check students' use of the target language again and compare with the first test

*Form new pairs *Students check exercise 1, and make any changes if necessary.

Questions 1 (5-7 minutes) • To explain the target language, and have students put it into practice

*Ask students to look at the table under exercise 2. *Form a few question as an example. *Elicit questions from the class. *Form pairs. Have students ask an answer question using the table. (This is exercise 3)

Questions 2 (7-8 minutes) • To clarify grammar and have students practice the target language

*Elicit the words "how many" from students (For example, I want to know if there are 3 pens or 2 pens... what can I ask?) *Look at the first sentence of exercise 4 as a class. * Have the students form the sentences in pairs * Form new pairs, and have students ask each other their sentences.