Talk about the street of the institute, ask students: what do you see when you come here? Elicit some vocabulary. Students talk in pairs about their streets to generate as many vocabulary as you can, and engage students. write the needed vocabulary on the side of the board

Talk about your street using there is/are. e.g. there' a bus station, there's a metro station, there are shops everywhere, there is a park, there are old buildings, ... Students try to guess where the place is, in groups

Show model sentences there's a metro station there is a park there are shops there are old buildings Elicit the form from students and when to use each Highlight the plural 's' because they don't have it in their L1

drill the model sentences, focus on the linking There / ðeə(r)/ There’s / ðeəz / There’s a There are Elicit examples from the students using the classroom objects

Chest HO1 Give an example - a church.......there's/there are? -there's a church Put there's/there are in the spaces Monitor for any problems in using singular or plural form. Feedback: Check in pairs then check with a couple of students who have correct answers

Put the students in pairs (A&B) A's have a picture, B's have a different picture Don't show the picture to each other Tell each other about the picture and find seven differences - e.g. There are two bridges in my picture. What about you -There's one bridge in my picture.... First pair to finish wins. Do you have the same picture? Will you show the pictures to each other? No Will you speak or write? Speak

Write about your street use the vocabulary from HO1 to help use there's/there are tell your partner in a whole class mingle tell each other