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Tp 6a Speakout Talk about homes &flats
Elementary level


In this lesson ss are going to talk about homes and flats in the context of 'Microflats' through receptive skills (reading and listening). Ss will focus on the vocabulary essential for the general concept of the lesson. Finally, as a free activity, ss will discuss the 'likes' and 'dislikes' in flats and homes.


Main Aims

  • To provide deduction listening practice using a text about likes & dislikes in the context of flats and homes

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of flats & homes
  • To provide review of furnitures in the context of flats & homes
  • To provide scan reading practice using a text about Microflats in the context of flats & homes


Warmer/Lead-in (6 minutes) • To set lesson context and engage students

T projects two pictures on the smart-board about homes & flats and encourages ss to discuss which one is flat and which one is house. T asks CCQs to strengthen the difference between flat and house . Next T hand-outs a worksheet about rooms in a house with several pictures, and ss individually match the kind of rooms with the pictures. T monitors but avoids being intrusive. Ss compare their answers with their partners. Finally T gives the AK and ss check their answers in pairs.

Pre-Reading/Listening (7 minutes) • To prepare students for the text and make it accessible

T pre-teaches some essential vocabulary for the upcoming receptive tasks( reading and listening) through several visual materials and through realia. To elicit the word 'advert' T handouts real adverts and pairs check them for one minute and tell their opinions. T writes the vocabulary on the board and elicits the part of speech from the ss. O/C drills. T asks CCQs to check the comprehension of the ss.

Reading (8 minutes) • To provide students with gist and specific information reading tasks

T divides class into groups of three and gives the instructions. T hand-outs the reading text and encourages ss , with their group mates,scan the text and try to answer the questions. T monitors and provides help if needed. O/C FB

Listening (14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T explains the task and gives the sheets. Ss listen and put the room types in order according to the conversation. T monitors but is not too intrusive. ( If needed ss can listen to the conversation for the second time) When they have finished, ss compare their answers with their pairs. Finally,T plays the track and for each room she stops and elicits the answer from the class. Next, T gives the instructions for Exercise 2C and plays the track again. O/C FB

Post-Reading/Listening (10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T divides class into two groups; A & B , and one group will talk about the 'likes' of their flats & homes while the other group will talk about 'dislikes'. Ss will discuss and note down their answers. T asks ICQs to groups to check their understanding of the task. T encourages ss to talk. T monitors and takes notes. When they finish, T mix the groups and ss share their answers with each other. Finally, T gives delayed FB on the board.

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