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поурочный план по английскому языку на тему "There is, there are"


Educational assistant

of school principal

Sh. Beisenova________


DATE: 5.12.2017

School: #4 RBSGS


There is, There are. Preposition of place

Teacher name: Sattarbek Asel

Lesson type:


Number present:


Learning objectives(s)

that this lesson is

contributing to

7.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

7.L4 understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics.

Lesson objectives

All learners will be able to:

  • describe the movie using sentences with there is and there are.

Most learners will be able to:

  • compare and contrast two images, identifying the differences to a partner.

Some learners will be able to:

  • describe their rooms to a partner using there is and there are in sentences.

Previous learning


Planned timings

Planned activities

(replace the notes below with your planned activities)


3 min

2 min

4 min

2 min

5 min

4 min

3 min

7 min

5 min

Let`s play our game “ Word Ball”

The teacher pronounces a word in Kazakh and throws the ball to one of the pupils, he catches the ball and calls the word in English, then throws the ball to the teacher. The game continues. In case the student has forgotten the word, he throws the ball to the one who raised his hand.

Listen to the text and answer the questions to it.

Dear Boss!

Here is the plan of Misha`s flat. There is a kitchen, a bathroom, a toilet and four rooms: a living room, a bedroom, Misha`s room, and Mashа`s room. The flat is not very big. Where is the room for Robin? In my house, for example, there are two toilets, two bedrooms, a living room, a dining room, and a guest room.



  1. How many rooms are there in Misha`s flat?

  2. Is there a kitchen in Misha`s flat?

  3. Is there a bathroom in Misha`s flat?

  4. Is there a balcony in Misha`s flat?

  5. Is the flat not very big?


-This is my new flat.

-This is my living room. Furnish it.

-This is my bedroom. Furnish it.

-This is my bathroom. Furnish it.

Make up your own dialogues in pairs.

Students are given a speech task: to compile micro dialogs using the words: mirror, armchair, fireplace, carpet, sofa, picture. Each pair is offered one of these words.

Например: mirror

- Is there a mirror in your room?

-No, there isn`t.

-Where is the mirror?

-It`s in the living room.

I. Fill in the blanks with appropriate prepositions of place.

1.Can you see a woman ……………… the picture? (in / on / at)

2.London is ………………… the river Thames. (on / at / in)

3.The man is sitting ……………. a table. (in front of / in / to)

4.The mother sat ………………. her children. (beside / besides / across)

5.There are a laptop and a few books …………………. the table. (on / at / with)

6.He put the money ……………….. the box. (in / on / under)

7.The cat was hiding ………………… the door. (behind / on / under)

8.Why do you wear that ring ……………… your first finger? (in / on / at)

9.Can you see the helicopter ………………. the palace? (above / under / on)

10.The plane was flying ……………… Scotland. (along / across / above)

II. Choose the correct answer

The mirror was _______ the wall.

Two chairs are _______ the table.

Your bag is _______ the door.

My shoes were _______ the bed.

The desk is ______ the wardrobe and the bed.

The sofa is _______ the table

Look at the picture. Listen and answer my questions.

The teacher shows a picture on which a room is depicted and addresses the students with such words.

-I have it in my room. It is small. I have books on it. It is not a table. What is is? (It is a shelf).

-I have it in my room. I can sit on it. I can sleep on it. What is it? (It is a sofa)

-I have it in my room. I can sit on it and read before the fire. What is it? (It is an armchair).

Pupils are given pictures, and it is suggested to tell where what, the cat is. Look. Then say where the cats are.

There is a red cat near the sofa.
There is a black cat on the armchair.
There is a white cat in the fireplace.
There is a grey cat to the left of the fireplace.
There is a black and white cat behind the curtain.
There is a grey and black cat between two vases.
There is a red and black cat above the table.
There is a red, black and white cat in front of the sofa.
There is a grey and white cat under the table.
There is a black, grey and red cat among the pillows.


There is one window in my room. There are white curtains on the window. Under the window there is a desk. There is a vase on it. There are three roses in the vase. To the right of the window there is a lamp. In front of the desk there is a chair. There is a vase of flowers on the floor near the lamp. There is a computer to the left of the desk and there is a box of computer disks under the computer. Om the wall behind the Computer there is a calendar. There are two pictures on the wall to the left of the computer. There is a picture between the lamp and the door. There is a lamp above the picture. There is a bed near the wall and there is a lamp above it. Near the wall there is a table with a telephone on it. There are pillows on the bed. There is a rug near the bed. There is a sofa Near the door and there is a cat on the sofa. There is a sofa near the door and there is a cat on the sofa. There is a rug in front of the sofa. To the right of the window there is a stereo. On the wall behind the stereo there is a picture.

Test yourself

 Exercise 1. Put is or are.

  1. There _____ two cups of tea on the table.

  2. There _____ some milk in the cup.

  3. There _____ an orange in the salad.

  4. There _____ six balls in the box.

  5. There _____ some cheese on the plate.

  6. There ______ a blue chair at the door.

  7. There _____ five chicks and a hen on the farm.

  8. There _____ a table and nine desks in the classroom.

  9. There _____ a big window to the left of the door.

  10. There _____ three rooms in our country house.

  11. _____ there three cups on the coffee-table?

  12. ____ there a carpet on the floor?

  13. There _____ no cats in the sitting room.

  14. There_____ a cat on the table.

  15. There_____ 3 dogs in the box

  16. There _____4 hens in the house.

  17. There _____ a pot on the table.

  18. _____ there a bathroom near the kitchen?

  19.    _____ there four rooms in the house?

  20. _____  there a kitchen under your bedroom?

 Point 20\

Exercise 2. Write in There's / There’re.

  1. _________ some sandwiches in the fridge.

  2. _________ a biscuit on the plate.

  3. _________ some jam on the table.

  4. _________ some cornflakes in the cupboard.

  5. _________ some sugar in the glass.

Point 10\

Exercise 3. Берілген сөздерден сөйлем құрау.

1. pears / there / ten / in the / are / bag / .___________________________________________

2. aren’t / pupils / there / classroom / in the / ._______________________________________

3. an egg / on the / there / plate / is / ?_____________________________________________

4. on the / there / a / cat / chair / is / white / ._______________________________________

5. a turtle / on / there / isn’t / farm / this / ._________________________________________

6. at the / two / bikes / door / are / there / ?__________________________________________

Point 15\

Exercise 4.  Қазақ тіліне аудар

1.There is some food in the fridge. __________________________________________

2.There is some cheese 0n the shelf. _________________________________________

3.There are some sausages to the right of the cheese. _________________________________

4.There are two cucumbers on the shelf. ___________________________________________

5.There is a red tomato to the left of the cucumbers. ____________________________________

6.There is some cabbage behind the tomato.__________________________________________

Point 15\

Exercise 5.  Ағылшын тіліне аудар

1.Үстел үстінде екі кітап бар. ____________________________________________________

2.Үстел астында мысық бар. _____________________________________________________

3.Үстел мен теледидардың ортасында қорап бар. ___________________________________

4.Орындықтың оң жағында құмыра бар. ___________________________________________

5.Теледидардың артында доп бар. ________________________________________________

6.Орындықтың алдында туфли бар. _______________________________________________

Point 20\Картинки по запросу смайлик для оценки


KEYS Ex – 1

1 are, 2 is, 3 is, 4 are, 5 is, 6 is, 7 are, 8 is, 9 is, 10 are, 11 are, 12 is, 13 are, 14 is, 15 are, 16 are, 17 is, 18 is, 19 are, 20 is.

Ex - 2

1 There’гe, 2 There's , 3 There's, 4 There’гe, 5 There's,

 Ex - 3.

  1. Ther are ten pears in the bag.

  2. There aren’t pupils in the classroom.

  3. Is there an egg on the plate?

  4. There is a white cat on the chair.

  5. There isn’t a turtle on this farm.

  6. Are there two bikes at the door?

Ex – 4.

  1. Тоңазытқышта бірнеше тамақ бар

  2. Сөреде бірнеше ірімшік бар

  3. Ірімшіктің оң жағында бірнеше шұжық бар

  4. Сөреде екі қияр бар

  5. Қиярдың сол жағында бір қызыл қызанақ бар

  6. Қызанақтың артында қырыққабат бар артында

Ex – 5

1.There are two books on the table.

2.There is a cat under the table.

3.There is a box between the table and the TV.

4.There is a vase to the right of the chair.

5.There is a ball behind the TV.

6.There is a shoe in front of the chair.


At the Park Action Image: Find the Differences

At the Park Action Image


Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

More support:

  • Allow thinking time.

  • Create mixed-ability groups for part of the discussion.

  • Offer differentiation by support.

More-able learners:

  • Summarise the group’s findings.

  • Encourage them to justify their opinions.

All groups

Change groups to change group dynamics if necessary.

  • Monitor learners as they share their experiences to check for recurring errors for future planning.

  • Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

  • Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?


Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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