1. CALL – Final Project
Author: Romero Fracalossi, Valeria
Teacher: Matilde Isabel Oria
Topic: Where I live
Level: Basic A1
Conceptual Contents:
There is/ There are
Is there…?/ are there…?
There isn’t/ there aren’t
Prepositions of place
Parts of the house
Things of the house
Places
Activities
Vocabulary about Sydney
Lesson N° 1
Type of lesson: Listening
Language Function: Talking about places and activities.
Asking for permission.
Grammar structure:
Revision of ‘Can I...?’
Vocabulary:
Vocabulary related to places (railway station, bank, café, internet café,
clothes shop)
Vocabulary related to activities (change a traveller’s cheque, have a jam
sandwich, buy a return ticket, send an email, try on a jumper)
Time: 80 minutes
Resources: copies, power point presentation, data projector, computer, cd
recorder, cd, website (Wikispaces).
Warming up: watching a power point presentation in which students will see
different pictures related to places and things that can be found in those places.
Matching the things with the different places.

2. Presentation: watching a power point presentation with the places previously
seen and the activities performed at those places with their names. Asking for
repetition.
Practice:
- Students are given copies with different drawings related to places and their
names. Students are asked to match the drawings with the names of the
places. The activity is corrected in a power point prsentation.
- Students are given copies with pictures about different situations. Apart from
that, there is a list of activities and places where they are performed. Students
are asked to match the correct place with the activity.
- Students are told that they are supposed to listen to the cd. They are told that
they are going to listen to different dialogs about a girl called Keiko who is in
different places in town. They are given copies where they have to fill in the
blanks with the names of the places where they take place and the activities
performed there.
- Students are told that they are supposed to listen to the cd. They are told that
they are going to listen to different dialogs in which Keiko asks for permission
(CAN) to perform different activities. They are asked to listen to the dialogs and
complete the conversations.
Production:
- Students are told to make more conversations with different information given.
They have to write them. After checking the activity orally, students are asked to
publish them in wikispaces.
Lesson N°2:
Type of lesson: Writing
Grammar structure: There is/ there are
Language function: Talking about existence in order to identify parts and things
of the house
Vocabulary: - Vocabulary related to parts of the house (bedroom, bathroom,
toilet, living room, dining room, kitchen, garden)
- Vocabulary related to things of the house (bed, CD player,
cooker, armchair, sofa, lamp, TV, lamp, picture, shower, magazine, table, video
recorder )
Time: 80 min
Resources: video, projector, computer, power point presentation, webpages
(http://www.englishexercises.org/makeagame/viewgame.asp?id=1584,
wikispaces).

3. Warming up: Students are shown a video of a house and asked if they know
what that is.
Presentation: students are shown a power point presentation in which they can
see the difference between house and flat, images taken from the video,
introducing the parts of the house and things that can be found in a house.
Students are asked to repeat each word.
Students are shown the an image of a house projected on the wall. They are
told that the house belongs to Tom and his house is big and beautiful. So, after
being introduced to it, they are shown several examples with there is. E.g.
there is a bed, making emphasis on the fact that it is a single item.
After that, students are given examples using there are. E.g. there are chairs.
The number of those things are counted with the fingers in order to make
emphasis on the fact that they are more than one.
Students are asked to identify the different between both structures.
Students are explained that they denote existence.
Practice:
- students are Shown a power point presentation where they have to choose the
correct option.
- students are asked to do a multiple choice activity in the following web page.
(http://www.englishexercises.org/makeagame/viewgame.asp?id=1584 )
- students are given an activity where they have to identify the different things of
the house.
- Students are given incomplete sentences with an image of a bedroom
attached to it in wikispaces. They are asked to download the activity and
complete the sentences using there is/ there are.
- Students are asked to upload the activity already done in the same web page.
Production: students are asked to write a description of their houses in
wikispaces. They are told to include the vocabulary related to parts of the
house, things of the house and the structures learnt.
Lesson N°3:
Type of lesson: Speaking
Grammar structure: There isn’t/ there aren’t
Is there...?/ are there...?
Language function: Talking about existence and different locations.
Vocabulary: Prepositions of place (in, on, under, next to)
Resources: envelopes, copies, data projector, computer, power point
presentation, scanner, webpage (wikispaces)
Time: 80 min

4. Warming up: Students are given envelopes with different things of the house.
Some of them have their written form and the others their pictures. Students are
asked to find the partner who has the same thing of the house in its written form
or its picture. Students are asked to work with that person the whole lesson.
Presentation: Students are projected a picture designed in a power point
presentation. They are given two sentences with there is/ there are that
describe the picture.
Students are projected a similar picture but with less things than the previous
one. They are asked to compare both pictures.
Next to each sentence with there is/ there are, students are shown examples
with there isn’t/ there aren’t. E.g. there isn’t a TV, there aren’t pictures. While
reading the sentences, they are made gestures indicating that those objects are
not present in the second picture. The sentences with there is/ there are used to
contrast the meanings.
After contrasting the meanings, students are explained that there isn’t is used
when we refer to a single item that does not exist, and there aren’t when we
refer to several things that do not exist.
Next to those sentences, it is writen the same sentences but in their
interrogative form. E.g: There are pictures - Are there pictures?.
Students are helped to answer yes or no through gestures. So, the correct
answers are written on the board. e.g.: yes, there are.
Then, the same question is written but students are shown the other picture. As
there are no pictures on that picture, students will answer no to the teacher’s
question. So, the correct answer is written. E.g.: Are there pictures?
No, there aren’t.
The same is done to introduce Is there...?
Students are asked to look at the pictures and their locations carefully. Students
are shown sentences describing the position of the things that appear there by
using different prepositions of place (in/ on/ under/ next to). The meaning of
each preposition is clarified with other examples.
Practice:
Srudents are asked to look at the pictures given and make examples using
there isn’t/ there aren’t
Students are given an activity where they have to make questions using the
words between brackets. The activity is done orally and in pairs.
Students are given copies with incomplete sentences and a picture. They are
supposed to complete the sentences with the prepositions given.
Production: using the same copies, students are given the names of different
objects. They are asked to identify their places and make sentences using the
prepositions given. The activity is performed orally and in pairs. They are asked
to scan the images and upload them to wikispaces with the sentences made in
class.

5. Lesson N°4:
Type of lesson: Reading
Grammar structure: Revision of prepositions (in, on, under, next to) and there is/
there are.
Language fuction: Discovering Sydney.
Vocabulary: - Vocabulary related to Sydney (the Opera House, a beach, a
harbour, a ferry, windsurfing, sailing, a bridge, a park)
- Revision of vocabulary related to places (hotel, theatres,
cinemas, parks, cafés, clubs, bars, restaurants)
Time: 80 min
Resources: videos, computer, website (wikispaces), e-mail, Word, copies
Warming up: Students are shown a video about Sydney. They are asked if they
know something about that city
Presentation: Students are shown a video with images related to places and
activities performed in Sydney and their names.
Practice: students are given copies with a text and images about Sydney.
Students are supposed to identify the new vocabulary in the picture.
They are asked to read the text. They are given different headings. Students
are asked to place them in the correct paragraphs.
Students are given copies with another activity in which they have to complete a
table with the nouns and adjectives that appear in the text.
After that, students are supposed to answer a series of questions related to the
text orally.
Production: students are asked to make a kind of leaflet related to their city in
word. They are told to publish them in wikispaces and to exchanche them with
their partners through e-mail. Students are supposed to read all of them and
make comments about them the following lesson.