Marius Marius

TP 6: Grammar
Elementary level


In this lesson the learners will be introduced to the grammar of 'there is' and 'there are'. This will be achieved by structuring the lesson within the context of places in their town/city. At the end of the lesson, learners should have all the knowledge and practice to use these grammatical terms effectively.


Main Aims

  • To provide clarification and practice of 'there is' and 'there are' in the context of places around one's town/city

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation using the TL in the context of places around one's town/city
  • To provide clarification and practice of 'there is' and 'there are' in its positive, negative and questions forms. in the context of places around one's town/city


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students within the context of places within towns/cities.

Teacher begins the Lead-in with hidden pictures with a slow reveal. As the picture is revealed block by block the learners must guess what the picture is. Each picture is a common place found in most towns/cities. Script: "Guess what is the picture behind" It is an Airport," Teacher uses the same approach for all pictures of the lead-in. Teacher presents learners with the full list of places. Script: "Does anyone have/not have any of these in their town/city? How many do you have?" Teachers asks multiple learners this line of questions.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Teacher asks learners to focus on the image of a busy street in a city. Teacher asks questions using the TL to elicit a response. Script: " Is there a Supermarket? Yes there it is" Teacher highlights the supermarket and moves on to various other places in the image. Teacher is to then ask questions for places that are not present in the image and challenge learners to respond. Script: " Is there an Airport? John Doe please tell me if you see an Airport." Teacher moves on to other slide where 'there are' is used in similar approach. Drills for establishing pronunciation can be performed at this stage.

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

Teacher shows learners the meaning of the TL as it pertains to addressing singular and plural objects. CCQ's : "How many Airports are they speaking about? Two or more. There is a Police Station, how many police stations is this? Only one." Teachers instructs learners to make two sentences of there is and there are (2 mins). Teacher places learners in Breakout Rooms in pairs to make their sentences. Teacher monitors for OCF. When learners return they are to state their sentences. Teacher draws up a table with Singular and Plural as headings and places the learners sentences within the table. Any place that is unused is inquired upon. Script: "John Doe, is there a Hotel in your town? No. What is the correct way to say that?" Teacher elicits "There isn't" and "There aren't" respectively. Teacher moves on to a dialog between two characters where one asks about places in the town/city. The other party responds positively or negatively. Learners are encouraged to repeat the dialog and to notice the difference between positive and negative forms of 'There is' and "There are".

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

Teacher instructs learners to answer the following Google Forms Questionnaire with the correct response. (2 mins). Once completed and submitted the teacher places learners in Breakout Rooms for 2 minutes to check answers with their previous friend.(2 mins) Teacher reviews the answers using the key on the next slide. (2 mins)

Freer Practice (10-15 minutes) • To provide students with free practice of the target language

Teacher instructs learners to speak in groups of 2-3 about the places in their town. Teacher encourages learners to ask questions using the question form of the TL. (5 mins) Teacher rotates the learners after 5 mins once time permits. If time is available a Flexi Task is adopted. Teacher instructs learners to play a guessing game with their previous partner. One learner chooses a place in their town/city and the other learner asks the questions using the TL. Script: "Are there xyz places in your town? Is there xyz place in your city?" The learners who have chosen the place have to not give out their secret and must use positive and negative responses to the questions. Teacher monitors activities and performs appropriate DEC.

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