Goli Goli

Grammar( there is/ there are)
Life Style, Ele, Pearson, 2010 level


In this lesson, T will teach the grammar of " there is and there are" with the help of a game and presentation. Then Ss will do a CP and a less controlled practice based around the new presented grammar. Finally they will have some productive tasks including " information gap( spot the difference),opinion gap, and cards game tasks improving speaking for accuracy.


Abc Materials (source and handouts:adapted worksheet from course book, board, pictures, realia, Markers

Main Aims

  • By the end of the lesson the students will have been presented and practiced "there is and there are" in the context of classroom objects, and accomodation for accuracy and flunecy

Subsidiary Aims

  • By the end of the lesson the students will have practiced speaking for fluency based around the topic of accommodation.


lead in (0-5 minutes) • For Ss to get engaged in the context of the lesson.

T greets sts. 30" T demonstrates a set of classroom objects and some realia and elicit the names from sts and teach the unknown ones( stapler and magnet). 2' T covers the objects ,divide the board and Ss into two parts of A and B and asks: What's under my coat?And how many of them are there under my coat.Write them on the board in a sentence form.. 1' ICQ: who are group A? Can you write words on the board?(No) .30" Groups check each others' answer and correct the mistakes. 30" T gives a WC feedback. 30"

Grammar clarification (0-7 minutes) • For Ss to be presented with the language: (MEANING, Form, Pronunciation)

T can use the elicited sentences written with " there is and there are". If not, T will present them herself. T writes the 1st marker sentence elicited from Ss and makes Ss drill it. 1" " There's a book on the chair". Meaning: T asks CCQs for meaning:30" Can I use " there's " for two books?(No) Can I use "a book" or " books" after " there is"? ( a book) . why? T writes the 2nd marker sentence on the board and makes Ss drill it. 1" " There're two markers on the chair". T asks CCQs for meaning:30" Can I use " there're" for " one marker"? ( No) Can I use " a marker" or " markers" after "there are" ? ( markers).why? Can I use " there's" for "plural nouns"? T draws the sign of "?" and "negative" on the board and elicits question and negative forms and short forms.1' T elicits the contraction by showing the sentence on her fingers and attaching two fingers. 30" T shows the bottle of water and asks: What is in the bottle? 30" T elicits: " There's water in the bottle". CCQ: 30" Is water countable or uncountable? ( uncountable) Can you count water? e.g one water,two waters Can I use " there are " for water?(NO).why? Can I say " waters" here?why? T writes the form on the board.30'' T highlights the phonological features on the WB. 30" There is = There's= /ðeəz/ There are= There're=/ðərə/. T models and drills them. 30" T gives the Ss time to copy the WB into their notebooks. T wipes out the WB afterwards.1"

Controlled-practice (0-5 minutes) • For Ss to focus on producing the written form of TL for accuracy

T pastes the pictures of " a receptionist" and " a tourist" on the board and elicit the words.If Ss don't know the words, T will write them herself. 30" T shows the conversation between R and T and says: Reads the conversation and fill in the gaps with the correct form of there is/there are. 30" ICQ: 30" Can you use question form?( Yes), Which forms can you use? Can you use both of "there is" and " there are" in one sentence?( No) T gives out the sheet and Ss start answering. 2' FB: In the mean time, T writes the complete conversation on the board for the next CP and Sts can also check their answers. 1':30"

Less controlled-practice (0-7 minutes) • For Ss to focus on producing the spoken form of the TL and enhancing their accuracy

T draws happy, angry faces on the board, nominate Ss with an an angry tourist and a happy receptionist and makes Ss practice the conversation in pairs with labelled emotions. 30" ICQ: Who is happy ? ( receptionist)Who is Angry?( tourist),30" SS practice the conversation on the board and teacher has close monitoring to check their pronunciation. 1' T asks them to change their roles and continue again. 1' T divides them into two groups of " receptionists" and " tourists" and practice it chorally. In the meantime, T clean the the board gradually from key words to less important words and Ss try to remember the sentences. Then T makes Ss change their role. 4'

Freer practice "information gap (spot the differences)" (0-8 minutes) • For Ss to practice speaking for fluency based around the topic of travelling tourist using the TL

Optional: T divides the SS in pairs and says: Find 12 differences in your pictures. Hide your picture You can't look at your friends picture. You can use the questions written on the board. 1" T model the first one with one fast student. 30" ICQ:15" Can you look at your friends picture? (No) How Many differences should you find?(12) T gives the handouts ,have a distant monitoring, and check whether all of Ss get the instructions or not. 15" If yes, T walks around the class and does close monitoring. 4' If Not, T helps the confused group and then does close monitoring. Task FB: T pastes the answers on the wall and makes Ss check their answers. Language Feedback : T writes their mistakes on the board and asks Ss to go to the board and correct it. 2'

Free practice (0-13 minutes) • For Ss to practice speaking fluency based around the topic of travel and accomodation using the TL

T pastes 5 pictures of different accommodation on the board and divides Ss into 5 groups. T gives each group a piece of paper says: paste your paper under its suitable picture.1' Answer might vary. T says: Which of these places you choose if you go on a trip. 2' Ss' answer vary. T writes " accommodation" 1' T shows the stress of the word on the board:/əˌkɒməˈdeɪʃən/ CCQ:30" Can accommodation be a house? (Yes) Can it be a hotel?(Yes) T divides the class into two groups? T asks SS to write their favorite city in Turkey on a piece of paper. 30" T says: You are planning for a holiday in your group Choose one city, one of the pasted accommodation on the board, say how many people are in your group . and when you want to go on a holiday. These handouts can help you. 1' CCQ:30' How many cities can you choose?(one) How many accommodation can you choose?(one) T gives the sheets. T does a distant monitoring to check if they are on the task T does a close monitoring and takes note of their mistakes. 5' Task FB: T does a WC feedback.1' Language feedback: T write their mistakes on the board and asks SS to come to board and correct them. 1'

There is /are card game • For Ss to have the opportunity to repeat TL and work on singular/ plural

Optional: T divides SS into pairs T demonstrates two cards ( 11 players , football team) and elicits this sentence from Ss. "There're 11 players in a football team". 1' T demonstrate the game with the help of a fast learner. 1' There are 30 cards . T gives half of the cards to the fast learner.cards face down and they continue choosing two until two match. Whenever they find matches they should put them aside. T says : You're the winner if you find the most matches. 4' ICQ( if Ss didn't understand what they should do).1' Can you look at your friends cards?( No) How many cards each of you should have?(15) How many cards each group should have?(30) Can you match "12 months" with " football team" Can you match " 12 months" with " a year" who is the winner? T monitors the class if they are doing the task without any problem or not. Task FB: Teacher gives the answer sheets to two of SS and asks them to check the answers. 30 Language FB: T elicit 4 sentences in plural and singular made with the matches. 30' Total time: 8 mins( T can skip the freer activity for spotting the difference and do this task).

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