The teacher shows the students some pictures of an old flat whose ceiling has a huge crack and tells them that it is her old flat. She creates a story and tells them she was worried about the ceiling's falling down all the time. She tries to elicit the words ' ceiling' and ' crack' and make them repeat the words so that they can pronounce the words correctly. Also, she writes the phonetic symbols of the words on the board.

The teacher sticks the picture of Estrella's old flat with a big crack on the wall and tells the students that Estrella is talking to Mike about her flat. Then, the teacher asks the students, " Would you like to live in this flat?" They pair up once more to talk about it while the teacher is monitoring them.

The teacher tells her students to fold their handouts so that they cannot see the script. Then, she plays the CD and pauses the CD when she feels that the students need to answer some gist questions like: Where was the flat? Was the flat beautiful? What was the problem with it? The students answer the questions all together and some problematic areas will be solved by the teacher. She may feel the need to write some words on the board to make them pronounce the words.

The teacher tells them to read the questions first and listen to the CD. Having answered the questions, they check their answers with their partners while the teacher is monitoring them. Then, they check the answers with their teacher.

The teacher tells them to guess what is going to happen next. In other words, she motivates them to listen to the rest of the conversation. Students talk in pairs and make some guesses and then they are told to listen to get the main idea and to see if their answers were right or not. The teacher pauses the CD sometimes to make it easy to understand. They check the answers with their partners and with the CD and the script. Once more, the teacher plays this part to clarify the problematic areas by making the students involved in it.

The teacher gives the students some slips of paper with some fixed expressions on them and sticks other slips of paper on the board. These slips of paper indicate the time when we use these expressions. She tells them to work in groups and match their papers with the ones on the board. The teacher tells them to read the script once more and find and match the highlighted expressions in the script to the sentences in exercise3. They do it individually and check the answers with their partners and with their teacher. The teacher needs to be clear while giving instructions, for they may not know how to do it. Then, she tells them to look at part (b) and match the fixed expressions to the sentences in part a. Having checked the answers with their partners, they listen to the CD to check the answers once more.

The teacher tells the students to complete the conversations using the fixed expressions they practiced in exercise 3. Having done the exercise, they check the answers in pairs while the teacher is monitoring them. Then, the students are asked to practice the conversation in pairs. Then, she asks them to act t out for the class. It is a good idea to make a change in pairs. The teacher needs to be aware of the errors thy may make and correct them after they are done talking.

The teacher tells them to choose one of the topics of exercise 5 to talk about and they all come to the front part of the class and talk about their experiences in pairs. Having shifted their role, they change their partners. The teacher is monitoring them and helping them when they need. Having finished the pair work activity, they take their seats and talk about their friends. The class ends with a fun speaking activity, which also reminds the students of the fixed expressions they have studied this session.