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TP 5 My First Flat - A 1/2 (Elementary)
A 1/2 (Elementary) level


In this lesson students learn lexis relating to furniture in the context of two students moving into their first flat. Students identify different furniture in a matching activity which is followed by a listening for gist activity. Students then complete a reading and listening activity and infer meaning from what they've heard. Finally they compare the two rooms in the pictures provided.


Main Aims

  • To provide reading and listening to infer and gist listening practice using a text about My First Flat in the context of Two students renting their first flat

Subsidiary Aims

  • To provide practice of vocabulary related to furniture in the context of two students renting their first flat.
  • To provide accuracy speaking practice in a conversation in the context of moving into a new flat


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Greet Ss Write - There is there's There are Look around the classroom and make two true and one false sentence. There's a writeboard. There are ___ chairs. There is a piano Instructions: Work in pairs (indicate with hand gestures) Look around the room and write three sentences. ICQ - How many sentences? three Two of your sentences must be true and one must be false (indicate by showing fingers) ICQ - How many sentences are going to be true? two How many will be false? one Hand out scraps of paper. Designate students to write answers on the board. Two true one false. Give positive feedback on good work and correct any erros.

Pre-Reading/Listening (12-15 minutes) • To prepare students for the text and make it accessible

Display pictures of the flats around the room. Have flashcards and blu tack ready on the table. Instructions: Look at the pictures. CCQ - Is it the same flat? no How many flats? two Look at the flashcards CCQ -What do you do with these? - DEMO -get one S to post one flashcard in the correct place. Ss work in pairs and have 3 minutes to place all flashcards on the pictures. FB - ask students to say the words they posted and listen for errors. Model and drill the words Pronunciation - focus on words that end with the sound /ə/ sofa, mirror cooker, curtains, cupboard Problem words: fridge /dʒ/ television / ʃ /, wardrobe /ɔː/ ʊə / , pictures /tʃ/

While-Reading/Listening (10-12 minutes) • To provide students with less challenging gist and a listening/reading task to infer meaning.

Display PPt on My first flat. (slide 1 and 2)Ss look at the first and second Picture. (Slide 3) Shelly and Claudia are students. They want to rent a flat. Which flat do they rent? Say your answer to the person next to you. Listen to the tape is your answer the same? Play tape hand out script (slide 4) Ss listen again. Talk about what you heard. CCQs - Does Shelly live alone?no Make groups of three Hand out question sheet. Students have 3 minutes. Show slide 5 (slide 5)Now ask: Does Shelly tell the truth? Tell your partner. (slide 6) Ss read and underline the false information. Peer check. One person comes to the board and underlines the false information.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss look at the next slide (slide7) Instructions: Look at flat A and flat B. Give each student either letter A or B in each pair. Student A will describe Picture A Student B will describe Picture B You are going to describe the flat using There are... There's .... Ask questions Are there any...? How many ... are there? Is there a...? Give students a few minutes to talk. Take some answers and correct any errors.

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