Oussama Bassrawy Oussama Bassrawy

rooms and furniture, there;s and there're lesson
beginners A1 level


in this lesson, students learn about there's and there're through guided discovery based on a lesson about rooms and furniture. the lesson starts with showing some pictures of rooms and furniture then working on eliciting the meaning and form of there's and there're by doing some activities. finally there is a controlled practice followed by a free activity about what students have in their houses.


Abc picture on the board
Abc hand out
Abc hand out 2
Abc gap fill activity

Main Aims

  • To provide clarification for there's and there're through the context of rooms and furniture

Subsidiary Aims

  • to provide students with some vocabularies about rooms and furniture and help them construct their own sentences about their houses by the end of the lesson


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

T shows ss a picture of a house with some highlighted objects in, then he asks the students about the picture and what items can they see in the picture. try to elicit from them the vocabularies, and telling them the ones they don't know. then drilling and making sure of the pronunciation.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gives the students a short text with some missing gaps he asks them to read the text and try to find out what are the missing words, ss first start individually then they get in pair to check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T asks students for their answers and write some answers on the board which contain the target language of the lesson like: 1. there's a table 2. there are some books.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

After writing the two sentences on the board T asks the ss some questions about the form and try to elicit the answers from students like : why sometimes we have there is and other times we have there are? elicit the answers about plural and singular then highlighting the indefinite article a after there is later drill the two expression with emphasizing on the contraction form there's .

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Play a dictation game put question number four pg. 47 on two or three pieces of paper and put them on the wall then divide people into pairs one should write while the other should run to the wall read one sentence and run back to tell his/her friend about it, the one who finishes first wins the game. then show them a picture related to that question on the board and asks them to work in pair and answer with true or false, later check their answers and ask them about the false sentences by saying how can we make it true? try to elicit from them the negative form later put a question mark on a sentence and asks students how can ask to have this answer, try to elicit the question form along with yes/no answers drill to make sure of the pronunciation.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Give students sheets of paper, asks them to work in pairs one students will ask the questions and the other will look at the picture on the board and answer with yes or no, keep monitoring and help weak students to do the activity. when they finish asks them to change so the one who was answering will be asking now.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Asks the ss to write down on their paper names of fifteen objects that they have in their house, but ask them to be specific like to write an old TV or a new TV so it can be more challenging. then asks ss to change their places so they can meet new friends, after that asks them to guess what does their partner have in their house. when both finish asking and answering giving fb and end.

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