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There Is/There Are Writing © Copy right 2011 Photoc opiable
kids
Read the sentences and look around your classroom. What can you
see? Change the sentences to make them true for you.
Example: There is a cat on the teacher's desk. No, there isn't. There
are pens and papers.
_______________________________________________
2. There are forty other students.
_______________________________________________
3. There are three doors.
_______________________________________________
4. There is a female teacher.
_______________________________________________
5. There is an hour left in the lesson.
_______________________________________________
6. There are fourteen tables and thirty chairs.
_______________________________________________
7. There is a blackboard.
_______________________________________________
8. There are four windows.
_______________________________________________
9. There isn't a computer.
_______________________________________________
10. There aren't many posters on the wall.
_______________________________________________
11. There aren't many books.
_______________________________________________
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There Is/There Are Writing © Copy right 2011 Photoc opiable
kids
Activity Instructions
Language Focus: There is/there are
Vocabulary Focus: Unspecific
Level: Kids
Skill: Writing
Time: 20 minutes
Organisation: Students work individually
Stage: Controlled grammar writing practice
Suggested Method:
1. Copy one handout for each individual young learner and distribute them.
2. Focus students' attention on the instructions. Students read the sentences and
write a correction to make the grammar true for them. Refer the learners to the
example and demonstrate with other examples of your own.
3. Monitor the students, and when appropriate provide any necessary individual
language or vocabulary input.
4. Give the learners a warning when their time limit is about to expire and then
insist on pens down and heads up.
5. For feedback, options include the learners writing some/all of the answers on
the board or having them contribute their answers out loud.
6. Draw your learners' attention to any specific mistakes which seem prevalent
through the work and offer language input.
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