Bratu Andra-Alina Bratu Andra-Alina

TP7 Places to let
Elementary level


In this lesson, students will practice reading for gist and specific information in the context of renting an accommodation through a reading text from categorized ads of different accommodations.


Abc face2face Workbook
Abc White board
Abc HOD 1
Abc HOD 2
Abc Visuals
Abc Text
Abc HOD 3

Main Aims

  • By the end of this lesson, students will have been introduced to a text related to adverts for places to live and been given opportunities for controlled written practice and controlled oral practice

Subsidiary Aims

  • By the end of the lesson, students have developed their oral fluency with specific reference to renting a place to stay.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

1. Start the lesson by telling a personal story. 2. Ask the students to think and discuss in pairs about their homes. 3. Follow up T says "Remember last lesson? I told you that I moved to Cairo last year... i needed a place to stay. And because I don't have a lot of money to buy a flat, i chose to rent one. What about you? Do you live with parents, family, friends or do you rent an apartment/house? Work in pairs and tell your partner about it" Content feedback: Can you say information about your partner's home? Nominate

Pre-teach vocabulary (5-7 minutes) • To prepare students for the text and make it accessible

The teacher tells the students that they’re going to read about today’s topic. T says ”we will read a text about places to rent. But first, we need to know the meaning of some words”. Steps: The teacher teaches the problematic words by following the MPF of each word. T uses visuals, antonyms and synonyms to elicit T elicits the meaning the ask CCQs. T models 2-3 times. T drills (chorally and individually 3x) T writes the word on the board and highlights its part of speech Vocabulary: landlord, advertisement, to let-for rent, bus station-/bus stop, smoker-/non smoker, a pet-an animal.

Reading task 1 - gist (7 minutes) • To orientate students to the overall content of the text and to give them practice in gist reading.

Students read for the main idea and answer a question about it. T divides the students into pairs. Teacher gives the students the text which has 4 different advertisements and HOD1 which has 3 different renters. Teacher asks the students to read about the renters, then choose the best flat for them. Teacher models to the student how to find the answer by looking to the rental cost first to know where they will find the information, spot some words like smoker/non smoker, pets/no pets, station, etc..) Teacher asks the students to work in pairs for 5 minutes. T nominate someone from each pair to say the answer and write the answers on the WB.

Reading task 2 - detail (8-10 minutes) • To give students practice at reading for detail to gain more understanding of the text.

Students read to gain more understanding of the text and answer some detailed questions. Students check in pairs the answers. Teacher shows the answer key on the screen and asks students compare their answers with the answer key. Instructions: T says "Read again individually for about 6 min and then answer some questions in 2 min"

Follow up activity (15-17 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students are divided into 2 groups for a role-play activity. Group A are the landlords and group B the renters. Students discuss for about 2 minutes. Group A will talk about properties and all students should write about their flat/house to let. Group B will talk about what places to live. Each one should decide strictly about what kind of place they are looking for. Everyone will sit up. The landlords are visited by renters to discuss/negotiate about their properties. Renters & landlords should decide if they accept the offer Instructions: Teacher divides the class into 2 groups (A-B). Content feedback: -Which landlord has the best house? - Which renter has the most interesting requirements? Error correction: - Wite examples of the students’ mistakes on the board and challenge them to correct their own mistakes.

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