Ss have previously been introduced to the context and vocabulary. Provide review by showing picture of the White House on the board. Ask questions : Do you remember how many rooms are there? How many swimming pools are there? Encourage Ss to say make sentences with " there is/ there are..."

Use w/b to analyze the form of there is/there are & how many. Give Ss HO of the exercise 1 and tell them to make sentences about the White House using there is/there are & there isn't /there aren't . Read through the examples with the class. Elicit the answer sentence 3. Ss work individually. For the w/c FB nominate a confident S to come up to the board and write the answer. Change the student after 2 sentences

Ask Ss to look at the table (ex 2) on the w/b. Model the activity by reading two or three questions. Elicit sentences from around the class. Model the stress and intonation pattern carefully. Drill There is/there are pronunciation.

Give Ss HO. Ss do ex 3. They ask and answer the questions from ex 2. Monitor, prompt and ensure that Ss are using forms and pronunciation correctly. Ss work in pairs.

Give Ss HO of the exercise 4. Ss make questions using the prompts. Monitor and help where necessary. Ss work individually and they check in pairs before the w/c FB. Drill some of the questions and then ask Ss to do ex 5. Ss ask and answer the questions in pairs.

Draw a basic plan of your house on the board. Make a short presentation. Then ask Ss draw a plan of their house or flat. Then they prepare a short presentation using the words from the lesson. Ss in groups of 3 or 4 make their presentations.

Ask Ss to report about each other's homes. Put some of the errors and good language you noted on the w/b. Ss can correct them.