Judy Judy

Teaching Practice 3
Elementary level


In this lesson students will practise using 'there is/are' in positive and negative statements, and in question form. They will answer true and false questions, practice pronunciation and grammar, write structured sentences and talk about their own homes.


Abc HO1 There is / There are T/F
Abc HO2 Write 10 sentence about the house
Abc WB There is/are positive & negative
Abc WB homes vocab list

Main Aims

  • To provide clarification of the use of 'there is/are' in positive, negative and question forms in the context of homes

Subsidiary Aims

  • Use there is/are correctly, writing and speaking accurately


Setting the context (8-10 minutes) • To practice there is/are in the context of the home

Draw a house on the WB. Label the rooms. Recap from previous lesson, what is in this room? Is there bed in this room? etc. Introduce HO 1 true / false questions regarding what is found in each room of Sue's house. Students work individually to complete. Check with partner. Whole class quick feed back, mention no 10, Why is it false? is /are (single/ plural).

Language Focus, grammar and pronunciation (10-12 minutes) • Reinforce form and pronunciation - there is/are

Grammar Ask questions about the furniture in a house. Is there a table in the dining room? Yes there is. But we say - There's a table in the dining room. Use examples of contents of home, fridge, locality, etc. practicing negative by adding 'no' There's no, There are no, Before 'a lot of', 'a couple of' we can use there's or there are. Pronunciation: sentence stress. Take phrases, e.g. 'There are a couple of radios in the house.' Elicit the stress. What kind of words are they? Information words. Write by words which part of speech, nouns, verbs adjectives. Say other phrases practicing finding where the stress lies.

Controlled written practise (8-10 minutes) • Check sts have understood form of grammar by using in sentences

Sts will write 10 sentences about Sally's house (picture). They will be encouraged to us there is / are structure in positive and negative sentences. T will monitor, giving individual feedback and error correcting. Early finishing students can share sentences with a partner/ group

Semi-controlled speaking practice (10-12 minutes) • Sts to use language pattern to describe their home

I will describe my flat, showing plan on WB, encouraging sts to ask me question about what is in each room. Sts will work in pairs/ groups. They will ask each other questions about their homes, and what is in each room. I will monitor and note errors. After activity bring class back together for brief feedback going over any errors noted.

Web site designed by: Nikue