I give students the audio script for the previous listening exercise to maintain the context and engage students in the new language. I tell them to underline all the sentences which have "there is/there are" in them. I demostrate and ask ICQs to make sure that the students have understood the instructions. Then, I will get them to check the sentences with their partner. ICQ1: Do you underline all the sentences? No. ICQ2: Which sentenses do you underline? sentences with "there is/there".

I put students in pairs. I give each pair some pictures and a chart showing the rules for "there is/there are". I get them to look at the pictures and complete the chart. I demonstrate the task and ask ICQs. I place the the same pictures and chart on the board and get some students to come to the board and complete the chart. ICQs: What do you look at? The pictures. ICQ2: What do you do then? Complete the sentences. Then, I highlight that before a "lot of" and "a couple of" we can use "there is" or "there are" and that "there is" is usually contracted to "there's". Finally, I write two sentences on the board and elicit the question forms and short answers. I put two question marks on the board and get students to tell me the questions and short answers. Example sentences: 1- There is an internet cafe near hear. 2- There are two eggs in the frighe. I highlight that we usually use any in questions.

I give students handouts including eight sentences. I tell them that they should work on their own for two minutes and circl the correct option. I demonstrate the activity and ask ICQ questions. Then, I get students to peer check the answers. ICQ1: Do you work with a parter or alone? Alone ICQ2: Do you underline the correct word or circle the correct word?

I give students the five sentences from the previous exercise. The stressed words are marked. I play the recording and get students to repeat the sentences. I snap my fingers when the stressed words are said. I will demonstrate the activity by doing the first one. If needed I will do back chain drilling.

I get students to write five sentences about their home for a house-sitter. I demonstrate the activity by giving them examples about my own home and ask ICQs. Then, I get some students to read their sentences to get a W/C feedback. ICQ1- Do you write about my house? No. ICQ2- Do you write for me?No. ICQ3- Who do you write for? a house-sitter

I put students in pairs. I tell them that one students roleplays the house-sitter and one student roleplays the owner. The house-sitter asks questions using "Is there a" or "are there any and "where is or where are" and the owner answer the questions using "there is" or "there are". I demonstrate the activity and ask ICQs. Then, I get students to switch roles. Finally, I change the pairs into open pairs to get feedback. ICQ1- Who asks questions? The house-sitter ICQ2- Who answers questions? The house-owner