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Tea Time

(Lesson Collection Set #1 Lesson #4)

1. Student ability: B - LI
2. Approximate length of lesson: 25+
3. Number of students necessary: 2+
4. Recommended age/maturity of students: Elem., JHS, HS, College, Adult
5. Type of lesson: Pair Work
1. Student ability is listed according to: LB-Low Beginner, B-Beginner, HB-High Beginner, LI-Low
Intermediate, I-Intermediate, HI-High Intermediate, LA-Low advanced, A-Advanced, HA-High Advanced.
2. Approximate length of this lesson in minutes (not including set up explanation).
3. Number of students. 3+ means three students or more will work, two students or less will not work as
4. Recommended age indicates the preferred maturity level of the students. Grouped by Child = pre-school
or younger, Elem. = Elementary, JHS =Junior High School, HS = High School, College, Adult.
5. Type of lesson means this lesson is designed to work best with Individuals, Pairs, Groups or Whole class.

Language Target: Working with basic questions: Is there? / Are there? Where is it?
Where are they? How many are there? And basic answers: There is . / There are . It
is . They are .All structures are in the simple present tense. In pairs, students try to
find12 differences between their pictures.
Setting Up: Looking around the classroom, ask the following question: "Is there a clock
in this room? Students answer Yes, there is. OR No, there isnt. If the answer is
Yes, ask the following question: Where is it? Students reply with: Its on the wall.
Ask a few other singular noun questions using Is there a ? (calendar, blackboard, flag,
etc.) Then ask a few Are there any ? questions. For example, Are there any books in
this room? Students reply with Yes, there are. OR No, there arent. If the answer
is Yes, continue with:
How many books are there? Students reply with There are ___ books. Then ask:
Where are they? Students respond with They are on the table.
Continue with a few more Are there any? questions.
Getting Started: Pair the students and hand out Worksheet A and B, respectively.
Draw the students attention to the language at the bottom of the worksheet. Review if
necessary. Using this language, pairs of students spot the differences between their
pictures. Also, review all of the vocabulary in the upper right area of the worksheet.
Note: Students may not look at each others papers.
To begin, students ask each other Is there a? and Are there any? questions. As
each difference is discovered, students write down the difference on the appropriate
line. There are two boxes on the worksheet, one is for differences found In my picture
and those found In my partners picture. To add more verbalization to this lesson, have
students read each difference as it is discovered, i.e., In my picture, there is a mouse
under the dogs chair. In my partners picture, there are two bananas in the bowl.

(There are 12 differences: the number of bananas, cups, pears, donuts, flowers on the
cups, a candle, an owl, the location of the spoon, a mouse, a bird, a lamp and a vase of
-2Variation 1: After students have finished, have them practice negative statements with
each other; There isnt a mouse under the dogs chair in my picture. There arent
three pears in the bowl in my partners picture, etc.
Variation 2: Encourage students to draw in the missing items. Encourage them to ask
for specific information about the location, size, shape, etc.
Variation 3: To make this lesson a bit longer, invite students to draw three or four
additional items to their pictures prior to beginning.
Writing Practice: Encourage students to write a short story about this picture. They
could begin with:
Today is Mr. Els birthday. Hes having a party. There is a. and there are two . (They
could also include negatives, There isnt a and there arent any .