Shima Mirshojai Shima Mirshojai

where I live,,,there is/are
starter level


In this lesson students learn to talk what exists or does not exist somewhere.they can talk about what they see around.


Abc set of pictures
Abc audio track.
Abc gap-fill exercise
Abc conversation

Main Aims

  • To provide clarification and practice of there is/are in the context of things in a room to learn to talk about what exist around us.
  • To provide review and practice of things in room to be able to talk about target language.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of what exists in a room.
  • To provide gist and specific information in a format of a listening in which there are few examples of target language.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask students if they live in an apartment or house and have a conversation about where they live for 3-5 minutes.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

In exercise No.2 and No.3 students get familiar with some new words which are needed in coming new grammar.the audio track is played and students listen to it.then they have to do the exercise and while doing they learn these new words.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

in exercise No.1 students should listen to the audio track and fill the gaps in the this exercise students are exposed to the new grammar.they hear and learn new grammar and know where it is used.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

in exercise No.2 students have to talk about Robert`s living room and use new grammar in their conversation.this the best opportunity for teacher to know if they can use target language in their speaking or exercise No.3 again students listen to an audio track and check the answers.this is an extra exercise for students to practice the target language more and more in order to stick in their mind.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

now we have the grammar spot here.teacher should ask students to fill the gaps in the box and then this is the time to clarify meaning,form and pronunciation.

Language Practice (8-10 minutes) • To provide students with practice of the task language

ask students to join in pairs and model for them exercise No.4.they have to talk about Robert`s living room in the picture.the purpose of this exercise is to make students use new grammar in their speaking and improve their accuracy and fluency exercise No.5 students listen to Robert talking to his mother and her mother asks some question about his living room.and in exercise No.6 ask students to talk about their living room.

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