Learners can handle the basics of daily life. They talk about routines, possessions and immediate needs using simple present-tense structures, if the other person speaks slowly and clearly.
Printable one-to-one lesson plan
there is / there are
Use there is and there are to say what exists in a place and to ask about singular, plural, and uncountable things.
Use after the complete A1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read there is and there are listening check · Five-minute next-day there is and there are retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Use there is and there are to say what exists in a place and to ask about singular, plural, and uncountable things.
What must become clear
There is / there are is how English puts something on the table: a cafe on your street, a problem in a file, two chairs in the kitchen.
High-value friction points
- There are two bathrooms.Two bathrooms is plural, so use there are.
- There is a problem with my order.Use there is to introduce a problem. It is needs a known referent from the earlier context.
- There are two elevators in the building.Two elevators is plural, so the introducing structure requires there are.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: choose the pattern
- Tutor-read listening check
- Drill 1: choose the natural chunk
- Drill 2: type is, are, isn’t, aren’t, Is, or Are
Learner production
Apartment card: Give a six-sentence tour of an invented apartment or a provided listing. Include a singular item, a plural item, an uncountable amount, and one negative.
- Neighborhood map: Introduce three places on a fictional map, then ask the teacher three Is there / Are there...? questions about a second map.
- Accessible room check: Use a written room inventory or teacher-read scene. Report one available feature, two plural features, and one missing feature.
- Choose an apartment: Call about a fictional listing. Ask focused questions about bedrooms, transportation, stores, furniture, and one accessibility feature.
- Introduce, then locate: Introduce a place with there is , then refer to the known place with it : There's a cafe on Pine Street. It's beside the library.
Carry this language into the next session
Retrieve there is / there are in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Turkish → English
One pattern to test
Build existence with there is or there are
- Possible transfer
In the office two meeting rooms have.
- English rebuild
There are two meeting rooms in the office.
Why it can happen: Turkish var and yok express existence or absence without matching English have word for word. English normally starts an existence statement with there is or there are, then names the thing and its location.
Natural English:
- There is a pharmacy near the station.
- There aren’t any empty tables.
Russian → English
One pattern to test
Choose possession, existence, or ownership
- Possible transfer
At me is a new laptop.
- English rebuild
I have a new laptop.
Why it can happen: Russian often presents possession through a location-like frame meaning that something exists with a person. English usually uses have for possession, there is for existence in a place, and possessive forms when identifying an owner.
Natural English:
- I have two sisters.
- There is a laptop on my desk, and it is my colleague’s laptop.
Ukrainian → English
One pattern to test
Distinguish have from there is
- Possible transfer
At me is a question. / In office has a printer.
- English rebuild
I have a question. / There is a printer in the office.
Why it can happen: Ukrainian can express possession with a phrase that resembles location plus existence. English normally makes the possessor the subject with have, but begins with there is or there are when the message is about existence in a place.
Natural English:
- We have two important questions.
- There are two printers near the reception desk.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: There is / there are is how English puts something on the table: a cafe on your street, a problem in a file, two chairs in the kitchen.
- What needs to change in this repair, and why: There are two bathrooms.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve there is / there are in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three quick checks from earlier lessons and Discovery check: choose the pattern for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read there is and there are listening check · Five-minute next-day there is and there are retrieval, then repeat the communication task with a new situation or stricter success criteria.
45–55 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three quick checks from earlier lessons · Discovery check: choose the pattern · Tutor-read listening check.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: There is / there are is how English puts something on the table: a cafe on your street, a problem in a file, two chairs in the kitchen.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: There are two bathrooms. Two bathrooms is plural, so use there are.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three quick checks from earlier lessons · Discovery check: choose the pattern · Tutor-read listening check · Drill 1: choose the natural chunk. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Apartment card: Give a six-sentence tour of an invented apartment or a provided listing. Include a singular item, a plural item, an uncountable amount, and one negative.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve there is / there are in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read there is and there are listening check
- Clip 1
Read: There’s an elevator beside reception.
Supports: The guide introduces one elevator: listen an elevator beside reception.
- Clip 2
Read: There are two restrooms on this floor.
Supports: The guide introduces two restrooms: listen two restrooms on this floor.
- Clip 3
Read: There is some coffee in the kitchen.
Supports: The kitchen update introduces an uncountable amount: listen some coffee in the kitchen.
- Clip 4
Read: Are there any outlets near this table?
Supports: The visitor asks about plural facilities: listen any outlets near this table?
- Clip 5
Read: There isn’t a shuttle today.
Supports: The notice reports that one service is unavailable: listen a shuttle today.
- Clip 6
Read: There’s an elevator in the lobby. It’s beside reception.
Supports: The speaker already introduced the elevator and now locates that known elevator: listen beside reception.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A1 · there is / there are
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
There is / there are is how English puts something on the table: a cafe on your street, a problem in a file, two chairs in the kitchen.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Use there is and there are to say what exists in a place and to ask about singular, plural, and uncountable things.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.