Soheil Ataie Soheil Ataie

where I live, There is, There are
A1/A2 level


in this plan, students are supposed to learn about different parts of a house like different rooms and places, and they should learn the related vocabulary about home appliances and furniture. the main target is grammar, then using the words that they have been equipped with they should finally say what they have in their house.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of there is & there are in the context of house and "where I live"

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of hou


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

the photos of "kitchen", "dining room", "bedroom", "living room", "bathroom" are already attached to the walls, and the "needed" vocab for pre-teaching are on the board. I will ask them to stand up and find the words in the pictures. the time can be 2 min, and I will receive a whole-class feedback to see "if they know the words". quickly after that I will ask them to talk to each other in pairs to say if they have these things in their house. after another 2 min I will ask them to give feedback to see "if they use the grammar".

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

I will attach three copies of Robert`s living room to the different walls and ask them to stand up and see how many of those words(which are still on the board) in the pictures. the given time is 3 min, and I ask them to check their answers standing. after that when they are finished and sitting, I will receive the feedback randomly,

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

herein, my focus is on marker sentences, either I can elicit them or I may highlight them in the listening activity. eventually, I will give them the listening to do the "gap-fill". in the end, the marker sentence(s) will be boarded.

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

when I have the marker sentence as "there is ...." or "there are......" on the board, I will not feed them with true meaning, they have understood some though. I will try to elicit the meaning using CCQs like "there is a ps4, so the ps4 is not here?" maybe I need to use some realia to make sure that even the weakest one has understood the whole meaning, then I will drill the correct pronunciation and finally highlight different language models using different colors.

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

I will give them exercise 4 of the book which has a list of the things in Robert`s living room, and ask them to ask and answer the questions, the pictures are still on the wall, so they should go for the wall crawl. I will model the first one for them.

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

time is too short for this...

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

I will ask them to sit in pairs facing each other and give one person some cards with the names of the furniture or tools, and the other person with a house map, one of them is a house designer and the other one is the house owner. the designer should fit the things in the house map. I will give them three minutes through this. ICQ: "Are you designing your real house or the map?". as the feedback they will eventually use "there is..." or "there are..." hopefully.

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