There Is / There Are — Lesson Plan, Grade 3
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Lesson plan
| Section |
Grammar: Describing Objects and Places
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| Lesson title |
There Is / There Are
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| Class |
3
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| Lesson objectives according to program |
3.1.2.1 recognise familiar words with visual support
3.2.2.1 use isolated words and basic expressions to provide personal information
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics
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| Lesson objectives |
Students know that “there is” is used with one person, animal, or object.
Students know that “there are” is used with more than one person, animal, or object.
Students know how to use “there is” and “there are” to describe familiar objects and places.
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| Values |
Instilling values of the program "Adal Azamat"
(Honest/Responsible Citizen), аза Казакстан (Clean Kazakhstan) value frameworks into the topic "Vocabulary: Adjectives" connects descriptive language directly with positive character traits, ethical behaviot, and respect for nature.
Target Language: Personality & Virtues: honest, responsible, polite, kind, hard-working, helpful, brave, fair, loyal.
Classroom & Environmental Order (Таза Казакстан): Using descriptive adjectives (clean, tidy, neat) to emphasize maintaining orderly surroundings.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Review 5 minutes |
Organisational moment:
Greet the class, check readiness, and ask students to prepare their notebooks.
Show a few familiar classroom objects or pictures and elicit their names.
Questions to the class:
What is this?
What are these?
Answers:
It is a book, pencil, or other pictured object.
They are books, pencils, or other pictured objects.
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Students greet the teacher and prepare their notebooks. Students name familiar objects; expected answers include “It is a book” and “They are pencils.” | Names one familiar object correctly — 1 point. Uses a plural object word correctly — 1 point. Stage maximum — 2 points. | classroom objects, picture cards, board |
| Discover the Pattern 8 minutes |
Problem statement:
Display a picture of one cat and a picture of three cats. Ask: “How can we say that one cat is in the room? How can we say that three cats are in the room?”.
New material explanation:
Explain that “There is” introduces one person, animal, or thing: “There is a cat.”.
Explain that “There are” introduces more than one: “There are three cats.”.
Model the pattern with familiar classroom examples and point out the singular and plural nouns.
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Students observe the pictures and suggest descriptions. Students repeat the examples and identify that “there is” goes with one and “there are” goes with more than one. | Identifies the singular example — 1 point. Identifies the plural example — 1 point. States the correct matching rule — 1 point. Stage maximum — 3 points. | cat pictures, classroom object pictures, board |
| Guided Practice Game 8 minutes |
Instructions:
Explain the game: students take turns selecting a picture card and completing either “There is a _” or “There are _.”.
Ask players to choose the correct form and say the full sentence aloud; invite the class to check each answer.
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Students take turns choosing a picture card and completing a sentence. Students listen and check whether the speaker correctly uses “there is” for one item and “there are” for more than one. | Chooses the correct form — 1 point. Says a complete sentence with the correct noun form — 1 point. Stage maximum — 2 points. | |
| Independent Assignment 9 minutes |
Instructions:
Hand out a worksheet with pictures of familiar rooms and objects.
Ask students to complete four sentences using “There is” or “There are” and the pictured object words.
Ask students to write one sentence about an object or objects they have, using a familiar expression such as “I have got.”.
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Students complete four picture-based sentences and write one personal sentence. Students use “There is” or “There are” for the picture descriptions and may use “I have got” in their personal sentence. | Completes four picture sentences with the correct there-form — 1 point each. Writes a relevant personal sentence using a basic expression — 1 point. Stage maximum — 5 points. | |
| Check Understanding 8 minutes |
Quiz:
Give students a short quiz with four items: choose “There is” or “There are” for each picture or sentence.
Ask students to complete one final sentence describing a familiar picture.
Review the answers briefly, clarifying any confusion between one item and more than one.
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Students complete the four quiz items and the final sentence independently. Students check their answers during the review; expected answers use “There is” with one item and “There are” with multiple items. | Selects the correct there-form in four items — 1 point each. Completes the final description correctly — 1 point. Stage maximum — 5 points. | |
| Reflection 7 minutes |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
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Students complete the "Reflection" reflection and assess their understanding of the topic. | Explains when to use “There is” — 1 point. Explains when to use “There are” — 1 point. Gives a relevant example sentence — 1 point. Stage maximum — 3 points. |
Health and safety compliance
| Health and safety compliance | Keep picture cards and classroom objects on desks and walk carefully when materials are distributed. Use classroom objects gently and keep walkways clear. |
Material details
- Material type
- Lesson Plan
- Grade
- Grade 3
- Language
- English
- Education direction
- Humanitarian
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