Quick listening lead-in to activate target vocabulary, Display the six picture cards. Begin by reading the vocabulary words aloud myself, model correct pronunciation, and briefly explain their meanings using the pictures. Then, play the audio files for students to listen and identify the words they hear.

Play the audio of the story once for students to follow the text and notice the target structures “There’s / There are.” Play it a second time and ask students to read aloud with the recording. Afterwards, select two students to role-play the short dialogue using the correct intonation and gestures.

Clarify the meaning, form, and pronunciation of the target structure. Explain that we use “There is” for one thing (singular) and “There are” for more than one thing (plural). Use real examples from the classroom to make it meaningful. Write partially blank examples on the board for students to complete. Check understanding through CCQs to ensure learners grasp both meaning and usage. 1.If I say “There is a bed,” am I talking about one bed or two? 2.If I say “There are three books,” how many books one or more than one? 3.Can I say “There is three books”? (→ No, because “three” means plural.) 4.When do we use “There is”? (→ When there is one thing.) 5.When do we use “There are”? (→ When there is more than one thing.)

Students are going to do gap-filling task (3) on page 105 in 2 minutes individually. They will have 2 minutes to check their answers in pairs, and then we will check the answers with the whole class.

practice 4