Melody Norris Melody Norris

There is/ There are (affirmative)
Beginners level

Description

In this lesson, Ss use 'there is/ there are' (affirmative) to talk about the existence of things in the classroom and in cities. The lesson starts with the T pointing out things in the classroom for the students to name and the teacher to introduce 'There is/ There are'. The teacher then explains the grammar and the Ss are given a HO (circle the correct word in 5 sentences) for controlled practice. This is followed by another HO for semi controlled practice, where Ss have to make sentences about things in a city using There is/ There are. For the production activity, Ss will prepare a short presentation about a city they know to present to their partner.

Materials

Main Aims

  • To provide clarification of There is/ There are (affirmative) in the context of things in a classroom and in a city.

Subsidiary Aims

  • To provide writing and speaking practice in the context of things to see and do in a city.

Procedure

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

T points to objects in the classroom and says: T: 'What's this?'. Ss: 'It's a book'. T: 'There's a book on the desk'. T: 'What are these?' Ss: 'pens' T: 'There are pens on the chair'. T says: Today's lesson 'There is .., There are...' and writes it on the WB. T points to objects and elicits 'There is/ There are..' S: 'There is a cup on the chair'. T writes this model sentence on the board.

Clarification/ Grammar explained (5-6 minutes) • To clarify the meaning, form and pronunciation

T explains grammar on board: There is a cup on the chair. There is + a/an + singular noun. There are books on the chair There are + plural noun T elicits examples from the Ss using visuals for substitute practice. S: 'There is a pen on the chair'. S: 'There are cups under the chair'. CCQ T: Is there a book on the chair? (pointing to books on the chair) S: No T elicits 'There are books on the chair'. T: Are there pens on the chair? (pointing to a pen). S: No. T elicits 'There is a pen on the chair'. T: Are there cups on the chair?' S: Yes. There are cups on the chair

Controlled practice (2-4 minutes) • To concept check and prepare students for more meaningful practice.

T writes There is/ are twenty students on the WB and elicits answer. S: There are twenty students. T HO grammar WS for Ss to complete individually. Ss check answers in pairs. FB - T asks volunteers to read out the sentences:

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T presents grammar WS part 2 T demonstrates question 1 and elicits the answer from the ss. S: 'There are 17 students.' T: In this classroom, there are 17 students'. In pairs ss complete the WS. FB: S-T

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

T shows picture of the Blue Mosque to focus students on Istanbul. T writes on board 'airport'. T: 'Make a sentence' supported (with elicitation). S: There is an airport'. T writes 'buses and taxis'on the WB and elicits: S: 'There are buses and taxis'. T puts students in pairs then HO the Istanbul WS. FB T ask Ss to read out there answers.

Production - Presentation (10-15 minutes) • To provide students with free practice of the target language and to practice the subsidiary aim of speaking and writing.

T brainstorms cities and demonstrates the HO by eliciting things to see and do. T puts the students in groups of 3. T HO 'Come to my city' WS and the students complete together. T shows example of 'write up' WS then HO WS to students to write up their sentences.. T demonstrates presentation. Ss practice in groups. (each member will present 2 sentences each). T monitors FB: Each group presents to the class.

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