To provide practice and clarification of places in towns and cities. in the context of travel
To provide practice of Helping the students practice using this words by right way in the context of places
Procedure (28-40 minutes)
Show them some pictures about different rooms of a house. Ask them about their most favorite place in their houses. Let them discuss this in pairs. Make a whole class discussion about the topic.
1- Tell the students that they’re going to fill gaps and write sentences. 2- Chest the handout and point to exercise number 2. 3- Give them short and simple instructions. In pairs fill in the gaps. 4- Check their understanding with ICQs: Alone or pairs? Do we have 2 or more exercise to go through? 5- Demonstrate the first one with them. 6- Give them time to finish. 7- Monitor closely to see if they need help and check for difficulties. 8- Ask them to check their answers in pairs
Point to the first column in the table in Ex: 3.B and say positive. Point to the second column in the table and elicit negative. Point to the first row in the table and say singular. Point to the second row in the table and elicit plural. Write the rule on the board. Make sure they use a/ an before singular nouns. Ask Ss to match the questions in Ex: 3.C to their answers individually. Then, they check answers in pairs. Show the answer key. Ask Ss (When do we “there is”?) (positive, singular) (And when do we use “there are”?) (positive, plural) Repeat the same questions with the negative forms. How is the word order of questions with “there is and there are” different the word order of positive or negative sentences with “there is and there are”? (we put “is” or “are” first)
Books closed, write on the board passive or negative? singular or popular? Read the complete first sentence to the class (there isn’t a metro station in the town). Point to the two questions on the board. Elicit that it’s negative and singular. Ask them to open their books on Page 144, Ex: 3.A Individually, they complete the sentences in the book. Check in pairs. Show the answer key.
1- Demonstrate Ex5a SB p.147 with the whole class. 2- Drill the questions and answers. 3- Put them in pairs so they can practice. 4- Monitor. 5- Demonstrate Ex5b SB P.147 with the whole class. 6- Ask students “How many pictures?” can you come with a question for each one?” 7- Drill the questions and answers. 8- Pay close attention to “there's” and “there’re”. 9- Drill (chorally and individually) contractions forms because joining them might be problematic for ss. 10- Put them in pairs so they can practice. 11- Monitor. 12- Elicit errors on the board, if found. Then correct with the whole class.
1- Play a game. 2- Use cards and ask Ss to stand up around the table. 3- Show them the distributed cards on the table. 4- Tell them that one of them will have cards on his hands, when he shouts loud the word( there is &there are ) they try to find it on the table. 5- The one who gets more cards is the winner. 6- Ask ICQs: “will only one or all of you say the words?” “ Is the winner who collect more or less cards? 7- Demo one with them. 8- Monitor them to correct any mistakes