Series route: This guide belongs to the complete PSLE Learner’s Guide volume directory. The original PSLE Learning Guide supplies the wider English, Mathematics and Science route, while PSLE English provide verified subject-specific continuation.
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This volume solves one precise learner problem: the learner treats there as the subject and chooses is automatically, without checking whether the noun phrase introduced is singular, uncountable or plural. The aim is not to memorise a slogan. It is to understand the mechanism well enough to recognise the idea when the wording, numbers, diagram or context changes. A Primary 6 learner should be able to explain the decision, perform it under time pressure, and detect a tempting answer that only looks familiar.
- Understand the mechanism before memorising a form.
- Study the worked examples and compare near-misses.
- Repair common misconceptions with targeted tests.
- Complete graded independent practice before reading the answers.
- Use delayed transfer and examination control to make the skill durable.
- Use the parent and tutor notes only after the learner has attempted the work.
The current official SEAB page for PSLE formats examined in 2026 is the primary route for format-specific information. This article teaches a reasoning habit rather than predicting a particular question. If a school instruction or an official paper direction differs from a practice routine here, follow the instruction printed for that task.
The problem beneath the mistake
There is a book on the desk, but there are three books on the shelf. The opening word there looks the same in both sentences, yet the verb changes because the introduced noun phrase changes from singular to plural. The decision is not made by the word there itself.
In this construction, there acts as an introductory or dummy element. The meaningful content arrives after the verb: a book, three books, some water, several reasons. A reliable learner temporarily removes there, identifies what exists, and chooses a verb that matches that noun phrase in formal edited English.
Countability matters as well as visible endings. Water, information and furniture are usually uncountable in standard school English, so we write there is some water, there is useful information and there was new furniture. A plural meaning should be expressed with countable units: there are two pieces of information.
Questions and negatives keep the same agreement principle: Is there a problem? Are there any problems? There was not enough time. There were not enough chairs. Moving the verb or adding not does not change the noun phrase that controls the choice.
Spoken English sometimes uses there’s before a plural noun, especially in quick conversation. Learners should recognise that speech pattern without copying it into formal examination writing. In planned school prose, match number explicitly or restructure a complicated list.
Core decision: In formal school English, use there is or there was before a singular countable noun phrase or an uncountable noun phrase, and there are or there were before a plural noun phrase. Identify what exists before choosing the verb.
A useful rule has three parts: a trigger, an operation and a check. The trigger tells you when the rule applies. The operation tells you what to do. The check tells you whether the result still matches the meaning of the question. Learners who remember only the operation often apply it in the wrong place; learners who remember only an example often freeze when the surface details change.
Mechanism: why the rule works
1. There introduces existence or presence
In There is a reason, there does not name a person, place or thing performing an action. It introduces the fact that a reason exists. The noun phrase a reason carries the number information.
Diagnostic question: What exactly exists or is present? Reliable response: Underline the noun phrase after the verb.
2. Singular count nouns take is or was
A singular countable noun phrase such as one answer, a child or the main cause pairs with singular agreement in present or past time.
Diagnostic question: Is one countable item being introduced? Reliable response: Use there is in the present and there was in the past.
3. Plural count nouns take are or were
Plural phrases such as two answers, many children and several causes require plural agreement in formal writing.
Diagnostic question: Are two or more countable items being introduced? Reliable response: Use there are in the present and there were in the past.
4. Uncountable nouns take singular agreement
Nouns such as water, advice, information, equipment and furniture are treated as uncountable in their ordinary school meanings. They pair with is or was even when the amount is large.
Diagnostic question: Can the noun be counted directly as separate items in this meaning? Reliable response: Use singular agreement or add a countable unit phrase.
5. Questions invert the verb but keep agreement
Is there and are there place the verb before there, yet the following noun phrase still determines number. The same applies to was there and were there.
Diagnostic question: What noun phrase follows in the question? Reliable response: Choose the verb from that phrase before inverting.
6. Complex lists may be restructured
Coordinated noun phrases can produce variation, especially when a list begins with a singular item. Formal school writing is clearest when the sentence is recast: There are two concerns: cost and time, or There is a pen, and there is also a notebook.
Diagnostic question: Does a mixed list make agreement sound unstable? Reliable response: Rewrite so each verb has a clear subject number.
Worked examples: make the decision visible
Do not race through these examples. Before reading each explanation, name the evidence that matters and the information that does not. Then compare the correct route with the tempting route. That comparison is where the transferable learning sits.
Worked example 1: One problem
Task. Complete: “There ___ a problem with the final sentence.”
Reasoning. A problem is a singular countable noun phrase. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There is a problem with the final sentence.
Independent check. Replace the construction with A problem exists. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 2: Several problems
Task. Complete: “There ___ several problems with the final paragraph.”
Reasoning. Several problems is plural. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There are several problems with the final paragraph.
Independent check. Problems would take the plural verb exist. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 3: Uncountable water
Task. Complete: “There ___ some water in the bottle.”
Reasoning. Water is uncountable in this use, and some does not make it grammatically plural. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There is some water in the bottle.
Independent check. Ask how much water, not how many waters. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 4: Pieces of information
Task. Complete: “There ___ three pieces of information in the notice.”
Reasoning. The head of the quantity phrase is the plural pieces. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There are three pieces of information in the notice.
Independent check. Information remains uncountable, but pieces supplies a countable plural unit. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 5: Past event
Task. Complete: “There ___ two visitors at the gate yesterday.”
Reasoning. Two visitors is plural and the time is past. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There were two visitors at the gate yesterday.
Independent check. Present-time conversion gives there are. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 6: Question
Task. Complete: “___ there any reasons for the change?”
Reasoning. Reasons is plural, so the plural verb moves before there. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. Are there any reasons for the change?
Independent check. The statement form is There are reasons. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 7: Negative amount
Task. Complete: “There ___ not enough time to restart.”
Reasoning. Time is uncountable and the context is present. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There is not enough time to restart.
Independent check. The contraction There isn’t is also possible. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Worked example 8: Formal editing
Task. Edit: “There’s many ways to solve the problem.”
Reasoning. Many ways is plural. The spoken contraction there’s hides singular is. The controlling idea is the number and countability of the noun phrase whose existence or presence is being introduced. This prevents a learner from choosing an answer merely because one word, number or observation resembles a remembered example.
Answer. There are many ways to solve the problem.
Independent check. Expand the contraction before checking agreement. A good check approaches the conclusion from a different direction. Repeating the same steps more slowly may repeat the same hidden assumption.
Deepening lab: compare cases, conditions and limits
A method becomes independent when you can say where it applies, where it stops and which change would alter the conclusion. The cases below deliberately vary one structural feature at a time. For each case, pause before the analysis and predict whether the core rule remains available. Then name the exact condition that controls the decision. This is harder than repeating a worked solution, but it is also closer to what an unfamiliar examination item demands.
Deepening case 1: There as a place word
Case. The sentence says, “Put the bag there.”
Analysis. Here there points to a location and is not the existential introductory construction. No is or are decision follows from it. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Contrast it with There is a bag by the door. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 2: Two meanings in one sentence
Case. “There, beside the gate, there are two bicycles.”
Analysis. The first there indicates location; the second introduces existence. Punctuation and sentence function distinguish them. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Label each occurrence and simplify the wording. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 3: Collective noun
Case. A sentence begins “There is a team waiting outside.”
Analysis. Team is grammatically singular as one group in this sentence, even though it contains several people. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Change the head noun to players and adjust the verb. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 4: Amount phrase
Case. A notice says, “There is five dollars left.”
Analysis. When a sum of money is viewed as one amount, singular agreement is natural. If separate coins are emphasised, a plural countable phrase can be used instead. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Rewrite with five one-dollar coins. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 5: Distance and time
Case. “There is only two kilometres to go” appears in conversation.
Analysis. Measurement amounts are sometimes treated as singular wholes, but the existential construction is often clearer when rephrased: Only two kilometres remain. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Choose a formal revision that avoids unstable agreement. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 6: Future form
Case. A prediction says, “There will be three stages.”
Analysis. The modal will is followed by base-form be, which does not show singular/plural contrast. The noun phrase is still plural in meaning. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Change the sentence to present and past time. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 7: Perfect form
Case. A report says, “There have been several delays.”
Analysis. The plural noun phrase several delays pairs with have been. A singular delay would give there has been a delay. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Convert between singular and plural versions. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 8: Mixed coordinated list
Case. A draft says, “There is a map and two photographs in the folder.”
Analysis. Proximity agreement occurs in usage, but formal school writing can avoid dispute by writing The folder contains a map and two photographs or There are three items in the folder. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Produce two unambiguous revisions. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 9: Noun after of
Case. “There is a box of pencils on the shelf.”
Analysis. The head noun is singular box, while of pencils describes its contents. The nearest plural noun does not control the verb. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Change box to two boxes. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Deepening case 10: Delayed true subject
Case. “There appear to be several errors” uses a different main verb.
Analysis. Several errors is plural, so the plural form appear is used. The same identify-what-exists method works beyond simple be forms. Notice that the answer depends on the number and countability of the noun phrase whose existence or presence is being introduced; changing a decorative detail would not be enough to change the reasoning.
Challenge. Write a singular version with one error. State the conclusion in one precise sentence, then add one sentence that names the evidence or relationship that makes it valid.
Finish the lab with a blank-page recall. Write the rule, its conditions, one confirming example, one near-miss and one independent check from memory. Compare that page with the article only after finishing. If the rule is correct but the condition is missing, the learning is not yet safe: an overgeneralised rule can produce confident errors. If the condition is correct but no example can be generated, practise construction rather than rereading.
Common misconceptions and targeted repairs
Misconception 1: There always takes is
What the learner may think. Use there is because there is singular.
Why it fails. Introductory there does not carry singular number; the following noun phrase supplies it. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Underline what exists. Use this short test immediately: Is the noun phrase one item or several?
Misconception 2: Some makes a noun plural
What the learner may think. Write there are some water.
Why it fails. Some can modify uncountable nouns without making them plural. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Test countability. Use this short test immediately: Would you ask how many water or how much water?
Misconception 3: The nearest noun always controls
What the learner may think. In a box of pencils, pencils must take are.
Why it fails. The head noun is box; the of-phrase does not change its number. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Remove the of-phrase temporarily. Use this short test immediately: What remains as the main noun phrase?
Misconception 4: Contractions cannot hide errors
What the learner may think. There’s many reasons must be correct because it is common in speech.
Why it fails. There’s expands to there is, which does not match plural reasons in formal edited English. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Expand every contraction during editing. Use this short test immediately: Would you write there is many reasons?
Misconception 5: Questions use one fixed opening
What the learner may think. Begin every question with Is there.
Why it fails. Plural noun phrases require Are there in the present and Were there in the past. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Build the statement first, then invert. Use this short test immediately: What would the non-question statement be?
Misconception 6: Every plural meaning needs are
What the learner may think. There are five dollars left must always be required.
Why it fails. A measurement or sum can be viewed as one total amount, and difficult cases are often clearer when restructured. The error feels efficient because it removes a decision, but it also removes the evidence boundary that makes the answer valid.
Targeted repair. Identify whether one amount or separate units are meant. Use this short test immediately: Can the sentence be rewritten with remains?
Graded independent practice
Attempt each item without looking ahead. Write one line that identifies the controlling evidence before writing the final answer. Items 1–3 check recognition, 4–7 require explanation, and the later items change the surface form so that memory alone is insufficient.
Practice 1: Singular
Question. Complete: “There ___ an envelope on the table.”
Explained answer. is
Why this answer earns trust. An envelope is singular. Transfer variation: Change envelope to envelopes.
Practice 2: Plural
Question. Complete: “There ___ four envelopes on the table.”
Explained answer. are
Why this answer earns trust. Four envelopes is plural. Transfer variation: Move the sentence to past time.
Practice 3: Uncountable
Question. Complete: “There ___ useful advice in the message.”
Explained answer. is
Why this answer earns trust. Advice is uncountable in standard English. Transfer variation: Use two pieces of advice.
Practice 4: Question
Question. Complete: “___ there any chairs available?”
Explained answer. Are
Why this answer earns trust. Chairs is plural. Transfer variation: Ask about one chair.
Practice 5: Past
Question. Complete: “There ___ a loud noise before the lights failed.”
Explained answer. was
Why this answer earns trust. A loud noise is singular and the event is past. Transfer variation: Use several noises.
Practice 6: Head noun
Question. Complete: “There ___ a basket of oranges by the door.”
Explained answer. is
Why this answer earns trust. The head noun basket is singular. Transfer variation: Use two baskets.
Practice 7: Editing
Question. Correct: “There’s three reasons for my choice.”
Explained answer. There are three reasons for my choice.
Why this answer earns trust. Three reasons requires plural agreement in formal writing. Transfer variation: Explain what the contraction hides.
Practice 8: Countable unit
Question. Complete: “There ___ two items of furniture in the room.”
Explained answer. are
Why this answer earns trust. Items is a plural countable head noun. Transfer variation: Rewrite with furniture alone.
Practice 9: Restructure
Question. Improve: “There is a pencil and two rulers in the case.”
Explained answer. The case contains a pencil and two rulers, or There are three items in the case: a pencil and two rulers.
Why this answer earns trust. Restructuring avoids disputed agreement in a mixed list. Transfer variation: Create another mixed list.
Practice 10: Independent route
Question. State a four-step method.
Explained answer. Find what exists, identify the head noun, decide countability and number, then match present or past verb form.
Why this answer earns trust. The method handles statements, questions and negatives. Transfer variation: Apply it to There have been several changes.
Delayed transfer: prove that the learning lasts
Transfer test 1: Tense transfer
Convert ten there is/are sentences into past, future and perfect forms. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Preserve noun number while changing was/were, will be and has/have been accurately. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 2: Countability transfer
Edit sentences with advice, information, furniture, equipment and countable unit phrases. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Choose singular mass-noun agreement or plural unit agreement deliberately. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Transfer test 3: Restructuring transfer
Repair mixed coordinated lists without relying on a contested proximity pattern. Do this after a delay, without rereading the worked examples. The purpose is to test retrieval and decision-making, not immediate imitation.
Success criterion. Produce clear sentences whose head noun and verb number are unmistakable. If the criterion is not met, return to the smallest missing decision rather than repeating the entire chapter.
Examination control
1. Read the job before the story. Underline the command and the noun it governs. “Explain the change,” “state the word,” “find the fraction” and “identify the evidence” are different jobs even when the surrounding context is similar.
2. Separate given information from remembered information. Use only the facts supplied for the current task plus secure subject knowledge. Do not let a previous question, a familiar worksheet or an expected pattern silently become new evidence.
3. Write enough working to expose the decision. A marker or teacher should be able to see the relationship that justifies the answer. Extra sentences are not automatically stronger; the strongest working is concise, relevant and checkable.
4. Reserve a different-route check. For language, read the sentence for meaning and grammar. For mathematics, estimate or reverse the operation. For science, check the claim against the stated observation and a conservation or fair-test principle.
5. Stop when the requested job is complete. Unrequested speculation can contradict a correct answer. Add detail only when it explains the mechanism or satisfies another explicit part of the question.
Under time pressure, use a compact four-part margin routine: trigger → evidence → operation → check. Trigger names the feature that activates the method. Evidence identifies the exact words, values or observations allowed. Operation performs the language, mathematical or scientific step. Check asks whether the final statement answers the requested job, preserves units or referents, and avoids a stronger claim than the evidence supports.
A compact error log
After practice, do not record only “careless mistake.” Name the broken decision. Useful labels include trigger missed, evidence imported, relationship reversed, referent lost, unit dropped, operation correct but job wrong, and check repeated the same route. Add one prevention cue beside the label. A short accurate log is more useful than a long emotional account because it tells the learner what to do on the next item.
Review the log after two days and again after a week. Reattempt only one or two representative items first. If the method transfers, move to a mixed set. If it fails, repair the exact link between trigger and operation. This spacing matters because a solution can feel obvious while it is still visible and disappear when the page is closed.
Notes for parents and tutors
Ask the learner to cover there is or there are and read only the noun phrase that follows. Once the head noun and number are clear, reveal the blank and choose the verb.
Include uncountable nouns and unit phrases. Many errors come from treating information or furniture as ordinary plurals, not from misunderstanding the there construction itself.
Teach contraction expansion as an editing routine. Turning there’s back into there is makes a hidden mismatch with plural nouns much easier to see.
The adult’s most useful question is not “Why were you careless?” but “Which decision did the evidence require?” Ask the learner to point to the controlling word, value, relationship or observation. If the learner can explain that link, reduce support. If the learner cannot, model one example and then change the surface details for the next attempt.
Frequently asked questions
Is there the subject?
In this existential construction, there is an introductory or dummy element; the following noun phrase provides the number meaning for formal agreement.
When do I use there is?
Use it before a singular countable noun phrase or an uncountable noun phrase in the present.
When do I use there are?
Use it before a plural countable noun phrase in the present.
What about questions?
Use Is there for singular or uncountable phrases and Are there for plural phrases.
Is there’s with a plural noun acceptable?
It occurs in informal speech, but formal school writing should use there are or restructure the sentence.
What if a mixed list sounds awkward?
Rewrite it as a contains sentence, give each item its own clause, or introduce a clear plural category such as items.
Next routes
Return to the complete volume directory to locate the series, use the original PSLE Learning Guide for the foundation route, and continue through PSLE English for verified subject guidance. The next useful task is a mixed set in which this idea is sometimes relevant and sometimes irrelevant; that is the point at which a learner must choose, not merely copy.