Teaching Practice 3
To provide clarification of the use of 'there is/are' in positive, negative and question forms in the context of homes
Use there is/are correctly, writing and speaking accurately
Procedure (36-44 minutes)
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).
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.
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
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.