Barış Can Barış Can

TESOL Lesson Plan 1
A1 - Elementary level


In this lesson, the T will try to explain to the students the use of "there is / there are" language structures to the Ss to express the existence of objects in certain environments. It will to a large extent follow the respective unit in the Student Book of the New English File (NEF). It begins with the introduction of necessary vocabulary regarding houses and furniture using the Vocabulary Bank of the book. Then, this will be followed by a Listening portion where which starts with the Ss listening for gist followed by a fill-in-the-blanks exercise where the Ss will be introduced to the stuctures. After that a language analysis will take place before the practice exercises. Lastly the grammar and vocabulary will be fused together through a communicative activity where the students will ask each other about furniture in their hourses and the rooms they are in.


Abc Rooms and Furniture Vocabulary (HO 1)
Abc There is / are Grammar Bank Exercise a, NEF (HO 2)
Abc There is / are Grammar Bank Exercise b, NEF (HO 3)
Abc Furniture / Objects Chart (HO 4)

Main Aims

  • To provide clarification and practice of "there is / there are" in the context of rooms & furniture.

Subsidiary Aims

  • To introduce and practice vocabulary in the lexical set of rooms and funiture.
  • To provide gist and detailed listening practice using a text about real estate sale in the context of places and things in a house.
  • To provide fluency and accuracy speaking practice in a conversation in the context of rooms & furniture


Warmer/Lead-in (3-4 minutes) • To introduce and elicit some of the basic vocabulary that is going to be used in the lesson.

The T will present the four pictures of the rooms: kitchen, livingroom, bathroom and bedroom. The purpose is to elicit the name of the rooms and various furniture and objects in them. T should make sure to elicit at some of the vocab that is to be found in the exercise in the later stage. Extra words beyond the target vocab which are the concepts in the later section is welcome but not necessary. It is also possible to write down certain words on the board to teach spelling.

Pre-Listening Exercise (6-7 minutes) • To provide vocabulary for the context of the listening

The T will provide the Ss with HO 1 the two "word-picture" matching exercises (NEF p.151) and give the Ss 3-4 mins. to complete it. After it is finished, Ss can check with their partner then the T will do a WC feedback. It shouldn't take too long but if it does then the T can ask the faster students to write the answers on the board for feedback. During both feedbacks the teacher should do a pronunciation check drill certain words if necessary.

Exposure to Target Language (9-10 minutes) • To listen for gist and details in the context of house and furniture

With the introduction of vocabulary the Ss should not have trouble grasping the words necessary to answer the questions and fill in the blank. The first track will be listened to twice, while the second one once. They last 1:26 and 1:06 mins. respectively. The first listening of the track will be listening for gist and will involve the Ss answering only one question: "Which three rooms in the house do they go into?" The teacher should make sure the Ss do not try to overreach and focus MAINLY on the question at hand. Then the T will do a WC FB and inquire what else the Ss could pick up on. Potential questions may be "how many bathrooms are there?", "Are there any glasses?". The answers do not have to be full sentences but this should give the students an idea as to what the target language is. Before the second listening the T should hand out the dialogue text (HO 1) and this time expect the Ss to fill in the blanks. Then there Ss can read in turn the text with the correct answers for FB. The T should check for pronunciation. The T should monitor how well the students are doing with the exercise and if there seems to be problems, s/he may want to ask them to check with their partners before the FB. Lastly, the teacher plays the last track only asking the two questions "What problem is there with one of the bedrooms?" and "Do the decided to rent the house?" On top of this the T might also ask "how many rooms there are upstairs" AFTER the listening, further exposing the Ss to the target language and testing how much they understood the listening track.

Clarification of Target Language (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

The T will draw a chart with on the board with (+), (-) and (?) in front of the rows and "there is" and "there are" on top of the columns for the purpose of language analysis. Then s/he will ask the students to find example sentences which will be used to fill in each corresponding cell. After that the T will elicit what the differences between the structures are, i.e. singular and plurl for the columns and the same form of present simple except the "there" acts as the subject. Make sure to point out how the "plural negative and question" forms both contain "any" and that in the "plural singular" form "some" can be replaced by numbers or "alot of / lots of". The teach should also indicate that most the time the target language is applied along with a location in which certain objects / people exist. The Ss understanding of the concepts will be measured in the "controlled practice" part so an extensive concept check is not required.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

The T will then give the Ss HO 2 and HO 3 from the GB of NEF (p. 133). The sequence will be the same for both practice exercises. First they do them individually, then check with their partners and last do a WC FB. When they are doing it individually, the teacher should monitor and especially help weaker students. Also seeing if there are any common mistakes also can be fruitful. This way, even if these questions are answered correctly by the S in the FB, the T can still focus on them. HO 1 is especially easy (it only concepts checks whether students understood the singular / plural difference) so there should be no problems and it should not take long. No real explanation with regards to instruction is required unless the T notices a misunderstanding. During the FB make sure the whole sentence is read for each question and not merely the answers. HO 2 is a bit more challenging but the exposition in the clarification stage helps to make it the task understandable. Nonetheless, the T might want to demonstrate what is to be done by rewriting one or two of the examples on the board in question form; "There are some glasses in that cupboard" --> (+) glasses / that cupboard. Also make sure that the students understand that although they should use "some" for the plural / positive sentences numbers and "alot of / lots of" can also be used.

Semi-Controlled Practice (8-12 minutes) • To speak for fluency and later accuracy while further doing a concept check and repeating target vocabulary

The T will pass our HO 4, an excel chart with the names of certain objects and with the column headings: person, amount and place. The purpose of each S will be to find someone with the furniture on the list and ask the amount and place of that object in their house. If possible the Ss should walk around speaking with different fellow classmates. As such, the T sets a limit as to the number of furniture the Ss can write about on their chart. All the furniture on the list was previously given in the vocabulary stage of the lesson and this will provide an opportunity to practice the words on the list. The T can start with a demonstation of the task by walking up to a student and start asking questions about the first object, e.g. Are there any tables in your house / apartment? How many are there? Where are they? Another way to add some diversity to the task might be to fill in some of the cells in the charts before the T prints it out. In other words, the place or the amount of the furniture can be specified and given with the HOs. For instance, the "Amount" column may state "two" for televisions making the question, "Are there two televisions in your house?" Similarly a location for another object can be given. For FB the T end by asking Ss about certain objects on their list. A good response should be in line with "There are two tables in Ahmet's house. There is one in the kitchen and one in the living room". The T checks for accuracy and corrects any problems with structure and pronunciation.

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