Maha Ferjani Maha Ferjani

There is / There are
elementary level


In this lesson students practice there is and there are in the context of rooms in your home


Abc Hand-out
Abc power point
Abc New English File Elementary
Abc Whiteboard
Abc answer keys

Main Aims

  • By the end of the lesson ss will have practiced There is / There are in the context of rooms in your home

Subsidiary Aims

  • Practice listening for specific information


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows a picture and ss elicit that it is a house T asks 'what rooms can we find in a house?' Ss provide answers ' living room, dining room, kitchen. bedroom, hall...'

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

-Pre-teach the following words: upstairs/ downstairs / a library/ a study/ a painting/ a cupboard/ an estate agency Using power point to elicit the words - Ss look at the advert of a house. T asks; how may bedrooms has it got? Does it have a big garden? Is it in the city center? Is it expensive? T asks: 'Would you like to live in this house? why(not)?'

Highlighting (2-4 minutes) • To draw students' attention to the target language

T Introduces the characters Lary and Louis who are going to rent the house T asks : 'which three rooms in the house do they go into?' Ex.2,b P: 64 (New English File) First listening: T plays the audio until they listen to the first room and asks 'which room did they talk about?' (Demo) Ss answer: the hall. Ss continue the listening and find the two other rooms: 'the living room and the kitchen' Second listening: T asks ss to listen and complete,ex:2c p 64. T plays the audio until the first blank , ss provide the answer, T carries on until the second blank and ss provide the answer. feedback (Demo) T plays the audio all the way through. Ss peer correct then check the answers Peer correction, then answer keys

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

T asks ss to move on to ex3 p 65 T introduces the first sentence: ' There's a piano.' T elicits what are the grammar names for each part, There: subject pronoun +'s: to be+ piano: singular noun. T elicits the grammar names and add clues for the singular 'There is' (positive/ negative/ questions)/ The plural 'There are'(positive/ negative/ questions)=> Ask students to write what's on the board Drill the language, back chaining and ask about the music if it goes up or down

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T devides the ss into groups of three, A. the estate agent, B Larry, C Louise. Ss role play the dialogue . T monitors the use of 'There is'/ 'There are' T divides the ss into groups of three and they role play the dialogue.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Speaking activity: Ex 5 a p 65 T asks:' how do I make the questions?' Demo=>'how many bedrooms.........?'/ 'How many bathrooma?'/ ..............a study?/ ............a garden?/ ..................a garage?/ ..................central heating?/ ...............a TV?/ .....................any pictures on the wall? T asks students to finish the exercise with just two words (1 min) T asks ICQs: 'are you going to write long sentences?' (no, two words) Peer correction+ answer sheet

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

T asks students to think about their house/ flat, and ask each other about their houses. Demo=> T chooses a s to ask her classmate about how many bedrooms are there in her house. This will be repeated 3 times in open pairs. T asks students to work in pairs . T monitors and takes notes if there are any mistakes about the target language. If ss finish early T asks them to stand up and ask somebody else. (2 ss minimum)

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