Speaking:
What’s in the Picture?
Grouping:
Time:
Pairs → Small groups
15–20 minutes
Aim
Students will use there is / there are to describe a picture.
Materials
• A set of pictures showing various objects in a room, park, or street scene.
• Example sentences on the board (e.g., There is a dog in the park. There are two trees.).
Preparation
• Select and display images with clear objects to describe.
• Write model sentences on the board.
Activity Breakdown
1. The teacher points to a picture and models sentences (There is a cat on the chair. There are three books on the table.).
2. Students work in pairs, taking turns describing elements in the picture.
3. In small groups, students compare descriptions and add details.
Instructions
1. Look at the picture.
2. Find something and say a sentence: There is a… / There are…
3. Listen to your partner and add more details.
4. In groups, compare sentences.
5. The teacher asks some students to share their descriptions.
Concept Checking Questions
• “Do we use there is for one thing or many things?” (One thing.)
• “Do we use there are for singular or plural nouns?” (Plural nouns.)
Examples
• There is a cat on the sofa.
• There are three windows in the room.
Extensions/Varations
• Harder: Students describe what is missing (There isn’t a TV.).
• Easier: Students match sentences to images before speaking.
Error Correction
• The teacher corrects incorrect usage and asks students to repeat.
Writing:
My Dream Room
Grouping:
Time:
Individual → Pairs
20 minutes
Aim
Students will write about an imaginary room using there is / there are.
Materials
• A worksheet with a blank room outline.
• Example sentences on the board.
Preparation
• Draw a simple room layout on the board with example sentences.
Activity Breakdown
1. Students imagine and draw their ideal room.
2. They write five sentences using there is / there are.
3. In pairs, they read descriptions to each other.
4. The teacher checks and provides feedback.
Instructions
1. Draw your dream room.
2. Write five sentences (There is a… / There are…).
3. Check your sentences.
4. Show your partner and describe your room.
5. The teacher checks your work.
Concept Checking Questions
• “Do we use there is for one thing or many things?” (One thing.)
• “If I have two beds, what do I say?” (There are two beds.)
Examples
• There is a big bed in my room.
• There are three windows.
Extensions/Varations
• Harder: Students write a full paragraph.
Error Correction
• Teacher provides written feedback on common mistakes.
Listening:
Listen and Draw
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen and draw objects based on there is / there are descriptions.
Materials
• A blank piece of paper for each student.
• A teacher-prepared script with sentences like There is a sun in the sky. There are three birds.
Preparation
• Prepare a list of sentences with there is / there are.
Activity Breakdown
1. The teacher reads a description of a scene (There is a tree in the middle. There are two houses on the left.).
2. Students draw what they hear.
3. In pairs, they compare drawings.
4. The teacher reveals a correct version, and students check their work.
Instructions
1. Listen to the teacher.
2. Draw what you hear.
3. Compare your drawing with a partner.
4. Look at the correct version.
5. Fix any mistakes.
Concept Checking Questions
• “How many trees are there?” (One.)
• “What do we say for more than one?” (There are….)
Examples
• There is a red house on the left.
• There are three clouds in the sky.
Extensions/Varations
• Harder: Students write their own descriptions for a partner to draw.
Error Correction
• The teacher checks drawings and asks students to explain what they drew.
Reading:
Spot the Differences
Grouping:
Time:
Pairs
15–20 minutes
Aim
Students will read descriptions and compare two similar pictures to identify differences.
Materials
• Two nearly identical pictures with small differences (e.g., one has There is a dog, the other doesn’t).
• A short text describing one picture.
Preparation
• Select and print pairs of similar images.
• Write a description for one of the images.
Activity Breakdown
1. Students read a short description of the first image.
2. They compare it with the second image.
3. In pairs, they discuss what is different using there is / there are.
4. The teacher checks answers and clarifies mistakes.
Instructions
1. Read the description of Picture 1.
2. Look at Picture 2.
3. Find the differences.
4. Tell your partner: There is / There isn’t… / There are / There aren’t…
5. The teacher checks answers.
Concept Checking Questions
• “Is there is for one thing or many things?” (One.)
• “If something is not in the picture, what do we say?” (There isn’t….)
Examples
• There is a cat in Picture 1, but there isn’t a cat in Picture 2.
Extensions/Varations
• Harder: Students write their own descriptions.
Error Correction
• Teacher writes mistakes on the board and corrects as a class.