The teacher displays a picture of a flea market without revealing its name. Students scan a QR code and access a Mentimeter activity where they answer the following questions: What can you see in this photo? Where do you think it is? Students submit their responses individually using their mobile devices. The teacher reviews the answers with the class, highlights key vocabulary, and encourages students to share their ideas. Through guided questioning and elicitation, the teacher leads students to identify the setting as a flea market. This activity activates students' background knowledge, generates interest in the lesson topic, and provides a meaningful context for the target language.

The teacher provides a short definition of flea market and briefly checks students' understanding through simple questions. Students then scan a QR code and access a matching activity on Wayground. Working individually, they match pictures of common flea market items with the correct words. The teacher monitors the activity, provides support when needed, and conducts whole-class feedback to check the answers and reinforce key vocabulary. After the matching activity, the teacher displays the vocabulary items one by one, elicits the words from the students, and checks their pronunciation through repetition and drilling.

The teacher displays the flea market picture again and draws students' attention to the target language. Using the items in the picture, the teacher asks questions such as “What is there in the flea market?” and “What are there in the flea market?” to elicit responses using there is and there are. The teacher also asks yes/no questions such as “Is there a lamp?” and “Are there cameras?” to introduce and highlight the question forms. Students answer the questions based on the picture.

Students receive a worksheet containing example sentences with the target structure. They first read the sentences and answer guided discovery questions to identify the meaning of the target language (e.g., singular vs. plural nouns and the purpose of using there is and there are). The teacher monitors and conducts whole-class feedback to confirm students' understanding. Next, students complete a form-focused task in which they fill in blanks to discover the structure of affirmative, negative, yes/no question, and wh-question forms. Through teacher-guided elicitation, students identify the correct patterns and complete the grammar table. The teacher then clarifies any remaining points and highlights the form, meaning, and use of the target language on the board.

Students receive a worksheet containing a fill-in-the-blanks activity to practice the target structure. They complete the sentences individually by choosing and writing the correct form of there is, there are, there isn't, or there aren't. The teacher monitors students' work, provides support when necessary, and conducts whole-class feedback to check the answers and reinforce the correct use of the target language.

Students work in pairs and receive two different flea market pictures (Student A and Student B), each containing different items. Without showing their pictures to each other, students take turns asking and answering yes/no questions using the target language to identify the items in their partner's flea market. They ask questions such as “Is there a bag?” and “Are there any spoons?” and respond using short answers and complete sentences where appropriate. The teacher monitors the activity, provides support when needed, and notes common errors for later feedback.

Students take part in a role-play activity in which some students are shopkeepers and others are customers. There are four different flea markets, each with a different set of items. Shopkeepers receive a list of the items available in their flea market, while customers receive a shopping list of items they need to find and buy. Customers move around the classroom and interact with different shopkeepers to find the items on their lists. They use the target language to ask about the availability of items (e.g., “Is there a clock in your flea market?” or “Are there any spoons?”). Shopkeepers respond using there is, there are, there isn't, and there aren't. The activity continues until customers find all the items on their shopping lists. The teacher monitors, provides support when necessary, and conducts brief feedback at the end of the activity.

After the role-play activity, the teacher provides delayed feedback based on language heard during monitoring. The teacher writes a selection of correct and incorrect sentences on the board without identifying the students who produced them. Students work together to identify and correct any mistakes related to the use of there is, there are, there isn't, and there aren't. The teacher then confirms the answers and highlights examples of successful language use.