Keep the picture, text description, and key together. If a second scene changes two lamps to one, both the verb and the referring pronoun need to change.
An original reading corner
Original schematic scene, not a photograph: Scene A contains one desk beside the window and two lamps on the desk. These are the only objects and positions needed for the exercise.
| Prompt | Key | Evidence |
|---|---|---|
| There ___ one desk. | is | One countable desk |
| There ___ two lamps. | are | Two countable lamps |
| The desk has been introduced. ___ is beside the window. | It | Refers to the one desk |
| The lamps have been introduced. ___ are on the desk. | They | Refers to the two lamps |
Scene B keeps the desk and window position but has one lamp on the desk. Its corresponding keys are There is one lamp and It is on the desk. The lamp count is the substantive difference; do not keep Scene A's plural key under a new label.
Ask whether the sentence introduces or refers
Begin with “What is in the corner?” to prompt a there is/are introduction. Then ask “Where is the desk?” or “Where are the lamps?” after they have been introduced. The key pairs existence language with the count, and reference language with the already mentioned object.
The British Council's original grammar explanation distinguishes introducing something with there is/are from referring back with it/they. The reading-corner scenes and items here are original examples of that distinction.
Keep this task to the supplied singular/plural countable objects. Do not add uncountable nouns or unseen furniture without adding reviewed scene facts and a matching key. The learner should be able to verify every answer from the displayed description.
Make local feedback explain the referent
For “There ___ two lamps,” an incorrect is choice needs feedback about the plural count. For the later pronoun item, an incorrect It choice needs feedback about the two already introduced lamps. Those are different explanations, even if both items concern the lamps.
Keep an empty choice unanswered. A scene switch should clear previous choices and feedback before applying the new key. Reset should return the selected scene to its unattempted state. Use keyboard-operable labeled choices, not a drag task that requires identifying an unlabeled shape.
Put the complete scene description beside the original schematic. This allows a teacher to check that “beside the window” belongs to the desk and “on the desk” belongs to the lamps, without inventing facts from decorative details.
Copy a scene-and-reference brief
Prepare original there is/there are practice in US English.
Learner context: [enter or TO CONFIRM]
Scene records with object IDs, counts and exact positions: [paste]
Teacher-reviewed sentence forms and alternatives: [paste]
Create existence introductions and subsequent it/they reference items using
only the supplied countable objects. Keep count, verb agreement, pronoun
referent and location consistent. Any second scene must change actual facts
and get its own reviewed key. Give original diagrams complete text equivalents.
Do not invent unseen objects, learner responses, or grammar alternatives.
Return scenes, prompts, allowed answers and quantity/reference feedback.
If requested, provide HTML local practice with scene selection, keyboard
choices, retry and reset. Switching scene clears stale answers/explanations;
empty remains unanswered. Do not collect responses, simulate photographs,
or claim official grading or proficiency results.
Compare the two lamp counts and their keys with another teacher. NOS can save and display an HTML scene-sheet copy for that review. During practice, keep the introduction and its referent connected so a learner can explain why the plural lamps take are and later they, while the single lamp takes is and it.