Bratu Andra-Alina Bratu Andra-Alina

TP 8 Andra Bratu
Elementary level


In this lesson, students will practice listening for details and specific information in a text about renting a flat. Before the listening, there will be an extensive review of furniture and house lexis and some new vocabulary will be introduced. The three listening tasks will all focus on listening for gist and will use the vocabulary that was pre-taught in the first stages. The post-listening activity will be a role play, in which the students will be asked to act out a scenario that could follow the scene in the listening track.


Abc Audio
Abc Visuals
Abc White board

Main Aims

  • By the end of this lesson, students will have been introduced to an audio related to renting a flat

Subsidiary Aims

  • By the end of the lesson students will have reviewed vocabulary (rooms and furniture) in the context of renting a flat.
  • By the end of the lesson, students have developed their oral fluency with specific reference to renting a place to stay.


Lead-in (3 minutes) • To set lesson context and engage students

Show a picture and make students guess what it means

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 for 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 then 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. T elicits Estate Agent (someone who sells/rents buildings and land as their job) Move in (to begin living in a new home) Bills (a piece of paper that tells you how much you must pay for something). • What do we call the collective noun describing table, chair, sofa, etc.? (Furniture) • Where do we wash our clothes? (Washing machine) • Where do we was our plates? (Dishwasher) • What is the difference between a cupboard and a wardrobe? (A wardrobe is for clothes, a cupboard usually isn’t) Vocabulary: detached, semidetached, lounge, bill, opposite, move in

Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T tells students they are going to listen to an estate agent showing Ana and Carlos a flat they are thinking of renting. T sticks a large copy of the floor plan on WB and explains that the students need to write down the names of the rooms in the correct place. T distributes the HO and plays the track once. After, T nominates Sts to share their answers while T writes the rooms on the HO.

Listening #2 (3-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T explains that Sts will listen to the recording again. This time they should write down the name of two items they hear for each room. 'For example, if you hear the estate agent say: "there is a bed in the bedroom", write down "bed" in bedroom'. T plays recording again. Sts check their answers in pairs and after a few minutes, T writes down the answers on HO.

Listening #3 (3-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T sticks a large version of HO2 on WB and explains that Sts will now listen again and fill out the form. First, the Sts will read through the form and write down anything they remember. T answers potential Qs about terms on the form. T plays recording again and lets Sts check their answers in pairs. T writes down answers on large HO when Sts are almost done.

Follow up activity (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Debate: Living in a house is better than living in a flat?

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