Gizem Guven Gizem Guven

My Travel Bag, There is/There are & a/an, some, a lot of
Beginner level

Description

In this lesson the students learn about ‘there is / there are’ positive forms through grammar and speaking exercises. The lesson starts with teacher introducing the things in her/his travel bag using the target language. The students will be given some grammar exercises and they will have short speaking stages during the lesson. This is followed by writing few sentences about a city the students know and have a chat about it.

Materials

No materials added to this plan yet.

Main Aims

  • Grammar - To provide an introduction, practice and review of 'there's/there're positive sentences & a/an, some, a lot of in the context of ‘My Travel Bag’; achieving the students to make positive sentences using ‘there's/there're positive sentences & a/an, some, a lot of’ about a city they know.

Subsidiary Aims

  • Vocabulary - To provide new vocabularies with their meanings, forms and pronunciations.
  • Speaking - To provide opportunity for students to talk about a city they know with their partners.

Procedure

Introduction to the topic (3-5 minutes) • To provide context for the target language through real objects, flash-cards and pictures

T shows a picture of Colombo and her/his travel bag, then, takes the stuff out of the bag. 'There's a first-aid kit. There's an umbrella. There're some pens. There're a lot of tissue bags.' T wants SS repeat the sentences written on WB. If SS good at drilling, T can skip listening track.

Grammar-Matching and filling the blanks (5-6 minutes) • To match sentences and fill the gaps with is or are

T gives HOs of matching and filling blanks. After SS finish, they check their answers with their pairs. Finally, T writes the correct answers on WB. (1c, 2a, 3b; is, are, are, are)

Speaking about any city in Turkey using the new words (5-6 minutes) • To speak about a city in Turkey if it has one of the facilities shown on the pictures.

T points the pictures again and asks Is there a cricket stadium / recycling center / temple / hot spring in …? T writes the question on WB and asks SS to talk for three minutes with their partners.

Vocabulary about the places in the city of Bath (2-3 minutes) • To provide new words and their pronunciations so the SS use them in target language

T sticks the visuals of the new words on the WB and tests SS if they know any of them (cricket stadium, temple, recycling and hot springs). Do you this game? It's cricket. What do people do in a temple? Do they pray? Can we reuse papers, plastics or glass if we recycle them? Is the weather hot or cold there? Is the water hot or cold? T practices drilling, then writes the words next to the visuals.

Grammar- filling the blanks and choosing the correct word (8-10 minutes) • To practice the form of target language

T gives filling the blanks and choosing the correct word activities. SS will study and check their answers in pairs. While SS are answering questions, T writes the first parts of the sentences so that SS complete the sentences with correct answers. Finally, WC check their answers.

Writing five sentences about a city SS know & Speaking about that city (8-10 minutes) • To activate production skills of the SS through writing

T writes three sentences about Bath. 'There's a cricket stadium. There're some temples. There're a lot of recycling centers.' Where are they? In Bath. Then, T asks SS to think of a city but not Istanbul and write five sentences about that city, then talk to their pairs.

Extra time activity (3-5 minutes) • To provide more opportunity to practice the target language

T gives a HO called My home town and asks SS to do matching and filling the gaps activities. This is a back-pocket activity and T can use it if SS have extra time. The answers for this activity are on the other side of the activity.

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