This PowerPoint presentation summarizes an ESL grammar lesson on the usage of "there is/there are/there aren't" that addresses speaking, listening, and writing skills. The lesson flow includes: (1) an oral activity where students describe farm animals using "there is/there are", (2) a listening activity where students determine which farm is being described, and (3) a writing activity where students practice examples of each structure. The goal is for students to accurately use these structures in their own descriptive drawing.

1. There is/There are
There isn’t/There aren’t
This PowerPoint is an explanation of the methodology and flow of the lesson
that you can view by clicking on the link at the end.
Patrick Heusner
Grammar Mini-Lesson
ESL-502
Wilkes University

2. Lesson Objectives
• Given the specificity of the grammar point (there
is/are; there isn’t; aren’t) I wanted to address
speaking, listening and writing.
• The specific objectives, therefore, are for the
student to
– Orally describe the presence of familiar vocabulary
using the there is/are structure correctly in terms of
number (‘There is (a)’ for singular objects, ‘There are’
for multiple countable objects; ‘There aren’t’ for
indicating a lack of a certain countable object)
– Listen to and distinguish between singular and plural
descriptions that use the there is/are structure.
– Produce written description of his own drawing using
the there is/are structure correctly in terms of
number.

3. Lesson Flow
• Activity I (ORAL PRODUCTION): The video begins after Activity I has begun, where the
student is describing the presence of farm animals on a pre-drawn ‘farm.’ He is coached to
use one correct form “I see…” in favor of the newer form, “There is/There are/There aren’t.”
• Activity Ii (LISTENING COMPREHENSION): After practicing this structure in oral production,
the student is then cued to determine which farm is being referred to based on the oral
description he hears. For example, when the teacher says “There are pigs,” the student must
recognize “There are” indicates that the farm does have pigs (as opposed to “There aren’t”)
and there must be more than one pig on this farm. This is turned into a game.

4. •
Lesson Flow (continued)
Activity III(WRITTEN PRODUCTION): At the conclusion of the game, the student is coached in writing
accurate examples of each of the structures: There is, There are, There aren’t, so that he can use them
later on his own final ‘annotated drawing.’ (For example, this student, for there aren’t, wrote “There
aren’t any Patricks ”) *Note: there isn’t was saved for a later lesson when students can more readily
understand the difference between ‘countable’ and ‘uncountable’ objects/ideas. This can easily be
added for ELL learners who are ready for this distinction.
• Activity IV (ANNOTATED DRAWING): The video does not show the student’s final product, displayed
below. This was also used a formative assessment of his understanding, as his written production was
unassisted and he was asked spontaneous questions about his drawing, which he answered using the
there is/there are/there aren’t structure.

5. Video
• Disclaimer : Due to issues with internet
connections in Bogotá, the video had to be
clipped repeatedly in order to upload it to
YouTube; as a result, it begins after the
introduction and cuts off during Activity III
(Slide #4).
• The video may be accessed by clicking on the
link below:
http://www.youtube.com/watch?v=Kuqh_iRGN
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