T projects pictures of Amsterdam on WB and elicits from Sts where it is and what they know about Amsterdam. T elicits what Sts can see in the picture (e.g. church, park, pub, restaurant, museum).

T tells anecdote about her roommate that was curious about the place where she is from. T tells Sts that she wrote down part of the conversation they had and holds up a copy of HO1. T instructs Sts to read the conversation and answer the two questions. Sts check their answers in pairs.

T holds up a copy of HO2 and points to the first exercise. The Sts are asked to answer the 2 questions in pairs and emphasizes that they should NOT continue with exercise 3 yet. ICQ: 'Will you do all the exercises on the page?'. Afterwards, T conducts WC feedback. T then instructs Sts to return to the text and find as many 'there is/are' forms as they can in pairs. T conducts WC feedback by nominating Sts to share their answers. Sts are now instructed to fill out the table (exercise 4) in their pairs. T conducts WC feedback. T writes 'one thing' next to singular table and 'more than one thing' next to plural table. T elicits where 'any' is being used in these constructions and highlights it on the board. T elicits which form can be contracted (there's) and shows that there're does not exist. (Here T writes 'There are no restaurants' next to 'There aren't any restaurants'.) T will now drill the pronunciation. First of 'there's' and 'there are' and then of the following sentences: - There's a nice beach. - There are lots of nice shops. - Is there a hotel? - Yes, there is. Potentially ask CCQs here. • If I want to say that my town has a lot of nice restaurants, how would I do that? (There are a lot of nice restaurants.) • If someone asks me if there are a lot of nice restaurants in my town, how would I answer? (Yes, there are.) • How would you ask me this? (Are there a lot of nice restaurants in your town?) • When do you use any in these sentences? (In negatives and questions with there are.)

T projects slide with pictures of Istanbul and tells the Sts that she recently moved here and doesn't know so much about the city yet. T holds up a copy of HO3 and points to exercise 5. These are questions T would like to ask Sts to know more about Istanbul. Sts are asked to complete the exercise in pairs. ICQs: 'What kind of sentences are they? Will you work together or alone?' When Sts are almost finished, T projects writes answers on WB.

T points to exercise 6 on HO3. Here Sts are asked to construct the answers to the questions in exercise 5. T will do the first sentence together with the class. The exercise should be done in pairs. T monitors closely during the exercise and takes note of good and erroneous use of TL. After exercise, T writes these sentences on the board and elicits the potential mistakes from Sts.

In case the Sts seem to be catching on to the TL very quickly, T may decide to skip the semi-controlled practice part and jump to this activity. Sts will be divided into pairs and each pair will be given a picture of the same room but in a different condtion. They have to describe the rooms to each other and ask each other questions in order to find out the differences between their pictures. The statements descriptions should be made with 'There is/are...' and the questions with 'Is/Are there..?' T writes 'Is there a clock in your room? No, there isn't./Yes, there is.' on WB. ICQs: 'Are your pictures the same? What do you want to know from your partner? What kind of questions will you ask?' The first pair in the classroom that finds all differences, wins.

T asks: 'What is your favourite place in the world? Not Istanbul.' T projects slide with pictures of her dream place and elicits from Sts what one can find there. Sts are asked to think of their dream place and to write a paragraph about it. State that they should make at least 5 sentences, using plural, singular, positive, and negative forms of there is/are. Sts should work alone and write in large letters on a sheet of paper. ICQs: 'How many sentences should you write? Which forms should you use? Are you working together or alone? Does the place really have to exist?' During the exercise, T will monitor closely and help where necessary. After a few minutes, T will conduct WC feedback and elicit mistakes from any problematic sentences T has written on board. If there is time, T will ask Sts to stick their writing on the wall and have them read each other's texts.