Ehsan Taebi Ehsan Taebi

Room to Let
A2 (Elementary) level


In this lesson Ss practise reading for details in the context of renting accommodation through a reading text from classified ads of different accommodation. They also practise reading for inference by finding the most suitable accommodation for each person based on their profiles and the six different ads listed. Ss learn some related vocabulary from the reading and the lesson ends with a speaking for fluency exercise where they discuss which accommodation they would prefer to live in and why.


Abc W/B
Abc W/B
Abc W/B
Abc An apple and a knife

Main Aims

  • To provide Ss with detailed and inference reading practice using an excerpt from classified ads in the context of renting accommodation

Subsidiary Aims

  • To provide Ss with fluency speaking practice in a discussion in the context of accommodation of preference


GTKY (2-4 minutes) • For Ss to get to know the teacher and one another

Write Ss names on the board (jumbled) ask each to stand in front of his/her name. Ask two Ss to recite everyone's names.

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students / pre-teach some vocabulary (share, accommodation, rent, pcm)

Start telling your anecdote : 'I come to Turkey. But I need somewhere to stay. I need ...?' Elicit the word 'accommodation' Clarify Meaning using pictures on PPT. Run PPT slide3 and pre-teach 'pcm' and 'rent'. Say: 'I don't have money. Can I buy a house? No. Can I rent a house? Yes. Do I have to pay every month? Yes'. Model and drill. 'I need accommodation'/'I need to rent a house/room' Recycle as necessary

Pre-Reading/Listening (6-7 minutes) • To prepare students for the text and make it accessible / to pre-teach the vocabulary they will face in the reading

Ask 'When you want to rent a house, Where do you look? Newspaper Advertisement' Elicit the word advertisement. Clarify Meaning using pictures in PPT sld. 4 and LA sheet. Tell Ss there are words in ads that you don't know. Ask pairs to go to the w/b and stick the words on the correct picture. Ss peer-check in groups w/c FB Model and drill the new vocabulary. Elicit the MP. Record on w/b. Give plenty of examples. Personalise where appropriate (house-sit, etc) refer to LA sheet. OPTIONAL (RECYCLING) elicit by random pictures/Qs from the following slides.

While-Reading #1 (6-8 minutes) • To provide students with less challenging specific information reading tasks

Tell Ss 'you are going to read advertisements about different accommodation from a newspaper' Give out hand-outs. (Do NOT instruct while distributing) Set task 1. Say 'read the ads. complete the chart.' Demonstrate ad 1. Give 5 minutes. T monitors. Ss peer-check w/c FB: Ss complete the chart on the board. ask 'do you agree' If wrong answers, ask for explanation. Ask 'why free/5 people?'

While-Reading #2 (8-10 minutes) • To provide students with more challenging inference reading tasks

Tell Ss 'you are going to read about some people. Which accommodation is good for them? why? discuss in pairs.' Set a time limit. Ask Ss to stand up and go to different corners where the profiles are installed. change pairs and/or profiles after 2 minutes. T monitors. Ss peer-check with another group. w/c FB: T asks one or two Ss to talk about their choices. Ask if others agree. (no right/wrong answers)

Post-Reading Task - Speaking for Fluency (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned through a fluency speaking activity about their accommodation of preference

Give instructions. Say' you are going to work in groups of three (show with fingers) and answer this question 'Which accommodation would you like to live in? Why' Give Ss the language they need from the model on PPT. Model and drill as necessary. ICQ 'Are you going to write or speak? Speak. About what? which accommodation we like. Alone or in groups? in groups.' T monitors for delayed correction. Put Ss in groups of six for peer-check. OPTION: change pairs or set a new question: 'which one don't you like? What is your dream accommodation?' w/c FB: ask one or two individuals to explain their answers

OPTIONAL Delayed Lg FB (3-5 minutes) • to provide Ss with FB on the language they used and to strengthen or reformulate their utterances

If you have time, give Lg FB on the board. Point out the good language use. Encourage and motivate Ss. Say 'you speak very well. All correct sentences. look here. but one or two small problems.' Reformulate most common errors and mistakes by eliciting from Ss.

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