There is a room; there are two chairs
Original fictional classroom material. The level is a teaching target, not a validated test result.
Teaching sequence
- 2 minutes: read the learner context and first draft. Ask what the writer wants the reader to understand or do.
- 3 minutes: answer the three decision questions. Require an explanation, not just a letter.
- 3 minutes: rewrite the original. Compare grammar, preserved meaning and communicative effect separately.
- 3 minutes: complete the new transfer task without copying the model.
- 1 minute: choose one reusable editing habit; revisit it in the linked activity.
Student task / print handout
Read the context on the learner page, then repair this message:
There are a chair and two table. The room have a window.
New situation: Describe a study room with one there is sentence, one there are sentence and one sentence with the room has.
Teacher answer guidance — separate before handing out
Use the learner page for Turkish instructions. These teacher notes and answer rationales are in English.
- There is one chair. — One chair is singular: there is.
- There are two tables. — Two tables is plural: there are.
- has — Room is singular: has.
Original repair: one possible version
There is a chair and there are two tables. The room has a window.
Use there is with one chair and there are with two tables. The independent description may place objects in any order.
The target is number agreement and third-person has. Accept a clear description with other accurate objects; do not require the sample room.
Transfer: one possible version
There is a desk. There are two chairs. The room has a large window.
Feedback without false precision
Review three dimensions separately: target-form accuracy, preservation of supplied facts, and suitability for the reader and purpose. Do not deduct points for a valid alternative wording. Ask the learner to explain one choice. The three-item recognition score is not a writing proficiency or CEFR score.
Delayed retrieval
At the next lesson, ask for a fresh two-sentence message using the same target. Then use the linked practice; ask the learner to identify where grammar alone is not enough.