אוסף אמין שנבנה מתוך ניסיון כיתתי עשיר על ידי שני מורים פעילים בהוראת אנגלית.
זה עובד. זה בדוק. פשוט, קל ובחינם.
A1–A2 · There is / There are through home, city and everyday-place vocabulary, with reading, speaking, writing and printable grammar practice.
Objective: By the end of the lesson, students will be able to use "there is" and "there are" to describe the existence of objects or people in different places.
Begin by asking students to look around the classroom and identify objects. For example, "What objects are there in the classroom?"
Write a few sentences on the board using "there is" and "there are" to describe the objects in the classroom.
Present the structure of "there is" and "there are":
"There is" is used for singular nouns (e.g., "There is a book on the table.")
"There are" is used for plural nouns (e.g., "There are books on the table.").
Provide examples on the board and explain that these phrases are used to talk about the existence of things or people in different places.
Distribute a short reading passage containing examples of "there is" and "there are" sentences.
Have students read the passage individually and underline or highlight the "there is" and "there are" sentences.
Discuss the content of the passage as a class and confirm the examples.
Divide the class into pairs or small groups.
Provide each group with a picture of a room or scene with various objects/people.
Students take turns describing the picture to their partner/group using "there is" and "there are" sentences. For example, "There is a lamp on the table. There are two chairs in the corner."
Give students handouts with sentences that need to be completed using "there is" or "there are."
Include a mix of singular and plural nouns.
Review the answers together as a class.
Provide writing prompts related to different places, asking students to describe what's there using "there is" and "there are." For example, "Write about your bedroom. What is there?"
Students write short paragraphs using the target phrases.
Summarize the key points of the lesson and check if students understand "there is" and "there are" and their usage.
Encourage students to use the phrases when describing different places.
Observe students' participation in speaking activities, accuracy in completing exercises, and quality of their writing.
Singular and plural forms for describing what exists in a place.
Use there is with a singular noun: “There is a book on the table.”
Use there are with a plural noun: “There are books on the table.”
In my bedroom, there is a bed. There is also a desk. There are two chairs by the desk. There are three books on the shelf. There is a window with a view of the garden. There are colorful posters on the wall.
Answer the questions.
At the park, there is a playground with colorful swings and slides. There are children laughing and playing on the equipment. Near the playground, there is a picnic area where families are enjoying their lunch. There are also benches where people are sitting and reading books. In the center of the park, there is a beautiful fountain, and there are flowers of various colors around it. On sunny days, there is a sense of joy in the air, and there are many people taking leisurely walks.
Answer the questions.
Printable practice for singular and plural forms, plus sentence creation.
Instructions: Read the sentence and circle the correct form, "There is" or "There are."
Instructions: Fill in the blanks with "There is" or "There are" to complete the sentences.
Instructions: Create your own sentences using "There is" or "There are" with the given words.
Choose the correct form: “There is” or “There are”.
Fill in each blank with “There is” or “There are”.
Create your own sentences using “There is” or “There are” with the given words.