To start my lesson, I'll show the Ss a picture of a house and an apartment building. Then I will ask them if they live in a flat or in a house. After that, Ss will ask their partners the same question and will tell me their answers. To get the Ss ready for the lesson, I'll also get them to stick some cut-up words to the pictures on the board.

In this stage, I will first ask Ss some questions about a picture about Robert's living room. Then I will have them listen to a recording and fill in the banks. I may need to play it twice to make sure that Ss are exposed to the TL enough. Meanwhile, I will teach the new words in this listening part very quickly as the main aim of the lesson is grammar.

Here I will ask Ss to underline the TL and draw their attention to the structure of the TL, focusing them on singular, plural,negative, and affirmative sentences.

After exposing Ss to the TL, I will ask CCQs to clarify the meaning of there is and there are and how different they are. Then I will elicit the form of the TL from the Ss and write it on the WB. Finally, I will check out the pronunciation of the sentences in which the target language has been used.

In this stage, Ss will be doing controlled practice on writing questions and answers about a picture. They will do it individually first and then the pairs check their answers with.

In this part of the lesson, which is an integrated task, Ss will listen to a more detailed listening and write questions and answers, after which Ss will practice the conversation with a partner.

The final part of the lesson will be a more productive activity where Ss are supposed to describe their own living room and bedroom. This practice will be oral to get them to improve their fluency.