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TESOL Certificate Programs
Lesson Plan Format

Student Name: Yiyuan Zhang (Tiffany) Class: Foundations of

TESOL
Date: 08/05/2017 Assignment: 200 level Lesson Plan
Instructor Name: Kristie Lambert Standards/Format: 25 min PPP lesson
Plan

Level: 200 level (Beginning)

Teaching Context: International students study English at UCR Extension IEP
Student Age: 18-22
Skill: Grammar There be pattern
Topic: Around a place
Function: to complete conversations on introducing a place and asking about the
neighborhood of a place.

International students who study English in the United States are poised to improve their
English competence, especially the enhancement of English speaking skills. Thus, although the
lesson is a grammar lesson, it not only introduces grammar structures but also focuses on the
language output skills (speaking and writing). The reason why this lesson is designed is that it
enables students to complete conversations on introducing a place as well as asking about the
neighborhood of a place. Therefore, it is imperative for students to learn the There be structure
to describe a place or an item that is existing or is not existing in a particular location. After this
lesson, the students will be able to talk with people about more topics and their conversational
fluency will be facilitated to some extent.

1. Students will be able to identify the forms of There be pattern in a dialogue (see Appendix 1).
2. Students will be able to write sentences using There be pattern demonstrated in the exercise of
the textbook (p31 Exercise 4, see Appendix 2) with 100% accuracy.
3. Students will be able to talk about the neighborhood of UCR Extension by using There be
sentences according to the map they receive.
TARGET EXPRESSIONS OR MAIN TEACHING POINTS

1. There be in affirmative sentences with singular nouns (There is), plural nouns (There are)
and non-counts (There is).
2. There be in negative sentences with singular nouns (There is not/isnt), plural nouns (There
are not/arent) and non-counts (There is not/isnt).
3. There be in questions with singular nouns (Is there?), plural nouns (Are there?) and
non-counts (Is there?).

SOURCES
Dialogue: Whats in Your Office? Retrieved from
https://www.thoughtco.com/dialogue-whats-in-your-oce-1210087

Saumell, M. V. & Birchley, S. L. (2012). English in Common 2. Person, ELT: p31.

 Saumell, M. V. & Birchley, S. L. (2012). English in Common 2. Person, ELT: p31.
UCR Extension neighborhood map. (2017). International Village Apartment Leasing
Office.

Textbook: English in Common 2, Unit 5, p31.

UCR Extension neighborhood map
Dialogue: What's in Your Office?

Classroom Diagram

2 mins
1. T briefly talks with Ss about what they did last weekend.
(S1 says he went to San Diego.)
T: Did you have fun there?
(S1: Yes!)
T: Why?
(S1 says he saw many birds, and he went shopping in a big market.)
T asks if other Ss want to talk about what they did last weekend.
(Ss have a variety of answers, or Ss do not respond.)
2. T shares with Ss what she did last weekend: she went to the Universal Studios and
picked up a wallet there. She found a lot of money in the wallet, and then she returned
it to the staff of the Universal Studios.
3. T write On The Board (OTB)
many birds
in San Diego.
a big shopping mall

some money in the wallet.

8 mins
1. T tells Ss they are going to learn a grammar structure which is used to describe or
1. T tells Ss they are going to learn a grammar structure which is used to describe or
introduce something for the first time.
T: Now we are in UCR Extension, and if your friends or families ask you about the
places around UCR Extension, you will use the language structure we learn today.
2. T gives students Handout A (the dialogue on Appendix 1) and asks Ss to read it.
After Ss finish reading (in about 1 minute), T checks Ss comprehension of the
dialogue by asking some questions:
T: Does Maria have cabinets in her office?
(Ss: Yes.)
T: How many armchairs does Maria have in her office?
(Ss: Two!)
3. T writes OTB
There are four cabinets in Marias office.

T asks Ss to find other examples of this pattern in the dialogue.

(Ss find out examples and T monitors them.)
T asks Ss how many examples do they find except for the one written on the board.
(Ss have a variety of answers.)
T: All right. Now, lets figure out this pattern.
T: Does anybody know what is the name of the pattern? (T points to the underlined
There be on the board.)
(S2: There be.)
T: Very good! So, today we are going to learn the There be pattern.
4. T: The There be pattern is used to describe the neighborhood of a place or introduce
the items in a place.
T: Please repeat after me. There are four cabinets in Marias office.
(S: There are four cabinets in Marias office.)
T: We use There are in this sentence because the subject four cabinets (with the
gesture four) is many, not one (with gestures)!
T points to the board of the warm up section and asks Ss, many birds in San
Diego?
(Ss: There are.)
T: Very good. Now, for the sentence a big shopping mall in San Diego, what
should we fill in the blanks?
(Ss & T: There is!)
T: Great! So, we use there is when the subject is a singular noun is one, not many
(with gestures). And, we use there are when the subject is plural is many, not one
(with gestures).
T: So can you guess what should be filled in the blanks in the sentence some
money in the wallet?
(Ss: There is! Or, Ss have a variety of answers.)
T: We use there is for non-counts as well. Non-counts are uncountable nouns, such
as milk, water. Understand?
(Ss nod their heads.)

Affirmative sentences: There is / There are

There BE
Negative sentences: There is not / There are not

Questions: Is there? / Are there?

T write OTB
5. T explains to Ss that for There be, we use There is and There are for affirmative
sentences (If T perceives Ss confusion of affirmative sentences, T explains it.).
T: Ok. Now for the negative sentences, we use two forms of There be. That is
(S6: there is not and there are not?)
T: Excellent! And, we use there is not for
(Ss & T: Singular nouns.)
 (Ss & T: Singular nouns.)
T: Right! And also for non-counts.
T: Ok, we use there are not for
(T & Ss: plural nouns.)
T: Very good, guys. Now we move on to the questions of There be. We have Is
there? and Are there? for the questions of There be pattern. Is there is for
singular nouns and non-counts, and Are there is for
(Ss & T: plural nouns!)
T: Very good. So how many forms do we learn for There be?
(Ss & T: Six! And T gives a gesture of six at the same time.)
T: If the subject in a sentence, the noun, is singular, what should we use?
(Ss: There is.)
T: Very good!

6 mins
T: Now we will do an exercise about There be. Please turn to P31 of your textbook
English in Common 2 (see Appendix 2).
(Ss turn to P31.)
T: Please look at Exercise 4. What we are going to do is to complete the seven (with
the gesture) sentences with the correct forms of There be according to the map on the
right of the sentences. Lets look at the example first.
T: Can you see any nightclubs on the map?
(Ss: No. Or, Ss shake their heads.)
T: So, we use the negative form, ok? Why do we use any in this sentence?
(Ss & T: Its negative!)
T: Very good! If there are words that you do not know, dont worry. You do not need
to know the meaning of the words. Just choose the correct form of There be. You will
have 2 minutes (with the gesture of two) to complete the exercise and after you
complete, check with the classmate next to you. Does anybody have any questions?
(Ss do not answer.)
T: So, how many minutes do you have?
(Ss: Two minutes.)
T: Do you need to complete the exercise according to the map on the right?
(Ss: Yes.)
T: Good. Now go ahead to complete the exercise.
T keeps monitoring Ss.
When Ss finish writing, T reminds Ss to check the answers with their partners.

Two minutes later, T asks all the eight students in the classroom to read the sentences
one by one including the example sentence.
(Ss read the sentences one by one.)
T corrects Ss mispronunciation immediately.

10 mins
T gives Ss Handout B (see Appendix 3) and builds the vocabulary for the speaking
activity.
T explains what is restaurant and shows a picture (see Appendix 4) of it.
T: What are the restaurants on the map?
(Ss: The Cocos, Starbucks, etc.)
T explains what is bank and shows a picture (see Appendix 4) of it.
T: The Bank of America and the Chase are the examples of bank on the map.
T explains what is store and shows a picture (see Appendix 4) of it.
T: Can anybody find a store on the map?
(Ss may choose Starbucks. Or, Ss have the correct answer. If Ss answer is wrong, T
further explains what a store is.)
 further explains what a store is.)
T: The Seven-eleven on the map is an example of store.
T: What is the example of school on the map?
(Ss & T: UCR Extension!)

T asks Ss to find a partner that they havent worked with in the lesson and asks them
to sit in pairs.
(Ss find their partners, and sit in four pairs.)
T: Now each pair needs to work on the map. You should take turns to speak (with
gestures). Let me show you an example.
T models the activity with S8:
T: There is a school on the map. Is there a store on the map?
S8: Yes, there is a store on the map.
T: Now ask me a question with There be according to the map.
S8: Is there a bank on the map?
T: Now I should answer the question with the there be sentence. Ok, does anyone
have any questions?
Ss shake their heads or do not answer.
T: So, each of you has to do one thing or two things?
(Ss & T: Two. T gives the gesture of two at the same time.)
T: Right. You have to describe the map and ask questions about the map.
T: Make sure to use There be in each sentence. You have four minutes (with the
gesture of four). If you complete the activity fast, talk with your partner about the
neighborhood of your house or a place you are familiar with.
T monitors Ss when they do the activity and makes sure they do not use their L1 in
the activity.

2 mins
T points to the six There be forms on the board.
T reviews the six forms with Ss.
T: When should we use there is, there is not and is there?
(Ss & T: singular nouns and non-counts.)
T: Very good. When should we use there are, there are not and are there?
(Ss & T: plural nouns.)
T: Well done!
T gives Ss Handout C (see Appendix 5) and assigns the homework to complete the
exercise on the Handout.

Appendix 1
Dialogue: What's in Your Oce?, by Kenneth Beare
Retrieved from https://www.thoughtco.com/dialogue-whats-in-your-oce-1210087

WHAT'S IN YOUR OFFICE?

David: I've got a new office now

Maria: That's great! Congratulations.
Maria: That's great! Congratulations.
David: I'll need a desk and some cabinets. How many cabinets are there in your office?
Maria: I think there are four cabinets in my office.
David: And do you have any furniture in your office? I mean other than the chair at
your desk.
Maria: Oh yes, I've got a sofa and two comfortable armchairs.
David: Are there any tables in your office?
Maria: Yes, I've got a table in front of the sofa.
David: Is there a computer in your office?
Maria: Oh yes, I keep a laptop on my desk next to the phone.
David: Are there any flowers or plants in your office?
Maria: Yes, there are a few plants near the window.
David: Where's your sofa?
Maria: The sofa is in front of the window, between the two armchairs.
David: Thanks a lot for your help Janet. This gives me a good idea of how to arrange my
office.
Maria: My pleasure. Good luck with your decorating!

Appendix 2
Saumell, M. V. & Birchley, S. L. (2012). English in Common 2. Person, ELT: p31.
 Appendix 3
UCR Extension neighborhood map. (2017). International Village Apartment Leasing
Office.

Appendix 4
 Appendix 4
From Google Images.
Restaurant:

Bank:

Store:

Appendix 5
There be Worksheet. Retrieved from
https://en.islcollective.com/resources/printables/worksheets_doc_docx/there_is_there_are
__some_and_any/to-be-elementary/19456