Focus the students attention on the picture on the board. Explain that they are going to look at the picture and make 'there is-there are' sentences in a minute. Give them 1 minute extra to look at the picture and think about their sentences. Divide the class into two. Tell students that each group will have 1 minute to tell the sentences. They will tell one by one. Write the number of the sentences for they make for each group on the board.

Students look at the pictures in ex1 and tell what the rooms are. Elicit some answers from the students and focus on the pronunciation. Drill with the students. Get attention to the board again. Show the rooms and explain that there are some words including the objects in the rooms. They will stick the right word on the right picture. Divide the students into two groups. For the first group, show the pictures 1 and 3. They go to the board and stick. For the second group, show the pictures 2 and 4. They work together and stick the words on the board. Ask each group to check each other's asnwers. Correct with the classroom if they have any mistake. Drill the new vocabulary with the students. Focus on their pronunciation.( Ex 3 listen and drill) Tell the students that they are going to listen to a conversation between two girls.(Ex 4) They want to rent a flat. Which flat do they rent?. Students listen and tell the flat.

Write examples with some-any-a on the board about the pictures of the flats. Underline some, any and a. Elicit the meaning from the students. Show the guided discovery worksheet on the board. Focus on the form of the target language. Give out the guided discovery to the students. Put them in pairs. Students work on the form together to find out the rules. Give answers on board and explain. Ask CCQs to check their understainding.

Show the picture of Sherly's bedroom on the board. Show the exercise and tell the students that they are going to fill the blanks with the correct quantifier. Give out grammar Ex1. They fill the blanks and check in pairs. Show the answer key on the board. Show Ex2's chart on board to guide the students. Explain them that they are going to make sentences about their living room, bedroom and dining room using the same structure.Put them in pairs. Change the pairs for this activity. Monitor the students while they are speaking.

Show students two different pictures. (Speaking ex1). This activity has two stages. In the first stage, students are going to work in pairs (A and B) and describe the rooms they are given using the target language. In the second stage, students will tell six differences between their rooms.