I am going to take students through a quick ice-breaking by asking them about their weekend. Second, I am going to take them in a journey to my dream country house in order to personalize the context so it becomes easy for them to understand the language clarification. Then, I am going to send them a screenshot in Zoom chat box with the advert to read individually. I am going to send them to breakout rooms to discuss for 2 minutes. Finally, I am going to get them back to the main room for feedback as a whole group.

In this stage, I am going to introduce the audio part to the students. I am going to elicit that through the picture of the estate agent, Larry and Louise supported with CCQs. 1- How many persons in the picture? Three 2- Are they in a garden? No 3- Are they buying the house? Yes I am going to ask the students now to listen to the audio once. ICQs: 1- Are you listening one time or two? one time 2- How many persons in the audio? three persons 3- who are talking? Estate agent, Larry, and Louise. I am going to model one gap and then I am going to give them 4 minutes to answer exercise 2 number c individually. Then, I am going to show them the answer key.

Meaning: I start the presentation with a personalised slide that talks about my dream country house, supported with pictures convey how it looks like outside and inside. I am going to start with clarifying the meaning first, yet using exercise 3.a by filling the gaps in the chart using the information they got from the previous dialogue. I am going then to show them the answer key for that activity. CCQs: 1- Do I have one bed? Yes 2- Do I have a shower? No 3- Could I have hens and cows? Yes 4- Do I have elephants? No 5- Could I get cats and dogs? Yes Next, I am going to elicit that “some” means we do not know how many exactly supported with CCQs. Example: I think there are some glasses in the cupboard. 1- Do we have glasses? Yes 2- Do we know the number exactly? No Pronunciation: I am going to drill three times in front of them then ask them to repeat after me. Next, I am going to choose three of the students to repeat individually. Example 1: There’s a piano. Example 2: There aren’t any showers. Second, I am going to get them to know that there is no written contraction of “are” in “there are”, however “are” is unstressed in speaking. Example: There are glasses in the cupboard. Form: I am going to provide them with clear eliciting and examples supported with CCQs: Example 1: There’s a fridge. 1- Do we have one or two? one 2- Does “is” used for third or second person? Third 3- Is “it” one thing or two? one Example 2: There are glasses. 1- Do we have one glass? No 2- Does “are” used for second or third person? Second 3- Is “are” one thing or more than one? More than one Finally, I am going to show them the written structure. Singular: There+ is+ a singular noun Negation: There+ is+ not+ a singular noun Question: is+ there+ a singular noun? Plural: there+ are+ a plural noun Negation: there+ are+ not+ a plural noun Question: are+ there+ a plural noun? I am going to elicit the singular and plural form through that example: - In my living room there’s a sofa and two armchairs. For them to know whether the first word is singular or plural so they can get it easily and clearly. Then, supported with CCQs: 1- Does “a sofa” or “two armchairs” come first? “a sofa” 2- Do we have one sofa or two? One 3- Do we use with one thing “there is” or “there are” there is.

I am going to ask students to go in groups of three to the breakout rooms in order to answer activities a and b, page 133 in the grammar bank. I am going to model number one in each to let them understand what to do with the rest of the questions. I am going to go for ICQs to assure they got the instructions clearly: ICQs for (A): 1- Are you working alone or in groups? Groups. 2- Are you completing? Yes 3- you are using there's or there are? Yes ICQs for (A): 1- Are you writing a word or a full sentence? a full sentence 2- Are you using "not" in some? Yes 3- Are you making questions? Yes Next, I am going to get them to the main room to discuss as a whole group and then showing them the answer key.

I am going to ask students to go in pairs to the breakout rooms in order to talk about their houses. I am going to model a quick participation of mine talking about my house to let them understand what to do. I am going to go for ICQs to assure they got the instructions clearly: ICQs: 1- Are you working alone or in pairs? In pairs. 2- Are you writing or speaking? Speaking 3- you are using there's or there are? Yes Next, I am going to get them to the main room to discuss as a whole group.

Language Feedback: That would be through if they got the MPF concept mentioned within the class. I am going to show them a couple of sentences I took them as notes while they were in the controlled and the freer practices. and discuss them As: 1- There're a cat in my room. 2- There's four pens on her desk?

I am going to wrap up the ideas which were discussed in the class. CCQs: 1- Did we talk about houses or schools? Houses. 2- Do we have a fridge in the bathroom? No 3- Do we have beds in bedrooms? Yes