Reza Vasa Reza Vasa

Beginner level


Main Aims

  • To provide clarification and practice of There's, There are, a, an, some, a lot of in the context of my home town

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about Bath, England in the context of my home town
  • To provide fluency speaking practice in a coversation in the context of my home town


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will put the picture I have prepared on the board and have them quickly say what they see in the picture. If they can't come up with any any of the words that they have already been exposed to, I will ask whether there is a river, a museum, a bus station, a park and the words I need for the context.

Exposure-Reading for gist (2-3 minutes) • To expose the learners to the language used, "there's, there are, a, some, and a lot of".

1. HO 1 is distributed. 2. Instructions: Read the passage and answer this question, " Does Susan like living in Bath?" 3. You have 30 seconds to read this passage and answer it. (If I see students are still reading, I will give them a little more time.) 4. After one minute, I will have everyone answer the question. Answer: "Yes, she does."

Highlighting-Reading for detail (4-5 minutes) • To give the learners the opportunity to be subconsciously exposed to the language intended for the session "a, some, a lot of, there is and there are".

1. The students are asked to read the passage again and tick the true sentences and correct the false sentences. Instructions: Read about Bath again. Tick the true sentences. Correct the false sentences. 2. The students do the exercise and then correct them in pairs. 3. Whole class feedback is the final step before moving to the next stage.

clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language, " a, some, a lot of, there is and there are".

1. The following sentences are written on the board. a. There is a museum in the city. b. There are some museums in the city. c. There are a lot of museums in the city. The reason why the sentence is somehow different from what appears in the context is that I want to highlight the difference among the three words: a, some and a lot of. If I write exact sentences from the context, the students may not fully understand the difference. 2. I will explain the meaning. a. What does "some" mean? I try to elicit "more than one, but not a large number." b. What does "a lot of" mean? I try to elicit "a large number or many" 3. I will have the CCQs after repeating the model sentences. Model:There are some museums in the city. CCQs: a. Are there many museums. No. a. Is there more than one? Yes. Model:There are a lot of museums in the city. CCQs: a. Are there many museums. Yes. a. Is there only one? No. 4. Form is highlighted by using a different color board-marker. 5. I write that we use "There is" or "There's" with "a" and a singular noun and "There are" with "some" and "a lot of". 6. I will model the sentences and have the students repeat chorally and individually, focusing on the weak form of "There's" and "There are".

Discovering/Scanning (3-4 minutes) • To attract their attention to the meaning, and form of the target language and also the words that follow and precede "some" and "a lot of".

1. Students read about Bath again and underline all the examples of "there is" and "there are" in the text. 2. They compare answers in pairs and notice if these phrases are followed by a, an, some, a lot of or number. 3. If they have any questions, their questions are answered.

Controlled Practice (4-4 minutes) • To concept check and prepare students for more meaningful practice

1. Students are given a hand-out on with some sentences from the passage. 2. They are expected to choose the correct choice and then compare it with a partner. 3. Feedback is done with the whole class.

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

1. Two pictures are given to the students who are asked to sit back to back. 2. Music is played (at first Turkish music to create some fun, but then I will change it to an English song.) 3. They are asked to say how their pictures are different, using "there is, there are, a, some" and "a lot of" or "a number". 4. Feedback is provided. (I will divide the learners into two groups) Language for classroom instruction. This is your neighborhood (showing one picture to group A) This is your neighborhood (showing one picture to group B) Talk about your picture. Your partner will write what is different. For example you say, In my neighborhood, there are some restaurants. Your partner will write it if his/hers is different. ICQs: Will you write all the sentences No. Will you write the sentence if it is different in your picture? Yes. Can you look at your partner's picture? No way. Now start.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1. I will ask the students to write sentences about a town or city they know not Istanbul. 2. I will have them use "there's" or "there are" and words from the passage. e.g. There are some beautiful parks. 3. I will then have them work in pairs. 4. I will have each of them tell the class two things about their partner's city.

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