Muhammad Muhammad

Beginners level


In this Lesson, students will get exposed to the different structures of there is/ there are. Negation and question forms. They will also get to practice sounds linking.


Main Aims

  • To provide clarification and practice of there is/ there are (questions and negation forms) in the context of places in a town or a city

Subsidiary Aims

  • To provide accuracy and fluency speaking practice with the correct linking forms of there is and there are.


Lead in/warmer (3-4 minutes) • To introduce the target language and engage students.

T shows a picture of a box. Ss play a guessing game by asking T some question. T tries to elicit the right questions.(e,g, is there a cat?, Is there a toy? are there books?) T writes ss questions on the board to be used in the clarification stage right after.

Clarification/Language focus (8-10 minutes) • To clarify the meaning and form of the target language

T writes 2 statements with there is and there are.. ask students to make questions T highlights the form For questions we place is / are in front of there. T draws ss attention that we use (any)with plural questions or those which use uncountable nouns.We use there is / are in short answers. (Is there a bank here? - No, there isn't.) T does the same thing with negative form Tell the ss that we form the negative by putting not after is or are (e.g. There isn't a station near here)

Controlled Practice (5-7 minutes) • To provide an opportunity to practice the target language.

T gives ss a HO with some words in the brackets. Ss will have to turn 5 words into negative statements and 5 words int questions. ICQ are you working alone or with your partner?(alone) Ss work alone and swap pictures when they finish for some peer correction. T monitors and offers some scaffolding if needed. T gets WCFB for answers and correct errors if needed.

Pronunciation/Language focus (8-10 minutes) • To expose ss to the contracted forms of there is and there are. To introduce linked sounds.

T gets ss to listen to recording (6.6 p.49). Plays just the first statement and asks student to write it. ICQs: Are you going to write?(yes), Are you listening to the whole track or one statement? (one statement) T writes the statement on the board using different colors for vowels and consonants. Then Shows the linked sounds. T plays the whole track stops after each statement and gets ss to repeat after the recording each time. Ss work in pairs to tell each others the statements with their linked sounds. T might need to focuse on/ th /sound.

Semi-controlled practice (5-7 minutes) • to give students more practice of the Target language.

T draws student attention to ex.6 page 49 SB..Ss look at the prompts from 1 to 8 and make statements with There's and there are( affirmative and negative using contracted form of the rule). T writes the example on the board for more clarification. ICQ are we going to write statments with negative or positive? (both) Are you working with a partner? (no) T monitors for post error correction. Ss work in pairs to compare their answers.

Controlled Speaking Practice (8-10 minutes) • To provide an opportunity to practice target productive skill

T puts ss in pairs(A and B). Student A turns to p86 Student B turns to p92.Students work individually first to fill the gaps. SS work with their partners. Student A asks 5 questions student B has to answer without looking at Susan's info in SB. Student A check how many questions has Student B got right. Ss Swap roles so student B gets to answer his question. T asks ss A to raise their hands to make sure they understand the task. Same thing with ss B. T asks ss which page are they looking at to make sure ss are all looking at the same ex. T monitors and support if needed.

Web site designed by: Nikue