I draw a table on the WB with two columns, labeled: 'I want...' and 'I don't want...'. I tell students that I am looking to rent a new flat. I ask them to think of some things that I might want or not want when I am looking for a new flat. After taking a few ideas, I begin helping them by naming some other ideas and asking them to place them in the appropriate column.

I tell students that in a moment I will give them a piece of paper with something to read on it. After I pass around the HOs, I establish what they will be reading: adverts for flats or apartments to rent. I do this by first trying to elicit the correct answer from the students and then by giving it to them, if they don't know the language. I tell students that they have 4 minutes to read the text and to work with their groups to find out which places are best for each of the three possible tenants. I demo the first example. While students are working I walk around the class, monitoring groups and helping them with any difficulties. After students have completed the exercise, we take WC FB and I ask them why they have chosen their answers (eg. 1 = B, because it is non-smoking, parking included, and 4.3 km from city centre).

I tell students to look at the next task on their HOs. In pairs they are to match the definitions with the correct words in the text. I demo the first example. While they work, I number the WB 1. - 10. While monitoring and helping students, I give a few of them markers to write the answers on the WB. Once all of the answers have been written on the WB, I will indicate stress, drill, and ask CCQs/give examples to check and show the meaning of any words that cause difficult. I may also personalize the vocabulary by asking a few questions to the class (for example, 'Do you have your own flat? Do you share a flat? How many males live in your flat?'). I point out that we usually say 'my own', 'your own', etc.; and that 'shared' is the adjective from the verb 'share' (for example, 'The flat has a shared kitchen' vs. 'I share the kitchen with two other people').

I tell students that in a moment we are going to listen to a text. In it, Alicja will be calling someone about one of the rooms. I tell students that they are going to tell me which room (A, B, or C) she is interested in. I use ICQs to check instructions (What is Alicja calling about? To rent a room. What do we want to know? Which room she is interested in). We listen to the recording once and I check if students have successfully listened for gist. If they like I will replay the recording. Next, I tell students to look at the questions in exercise 4: they are to match the questions asked in the recording with the answers given. I play the recording twice. Before the second playing, I ask students to yell 'STOP!' after each answer is given. I demo the first example. FB is taken throughout the recording.

I ask students to pretend that they are looking for a new flat. In groups I ask them to think of at least five questions that they would want to ask about a flat. I give them a few examples on the WB and tell them to use the list we made during the lead-in activity for help. After they have some examples, I take WC FB and write a list of possible questions on the WB.

If the class size isn't too large, I will pair students up with students from across the room. If it is too large then I will have students continue to work in pairs at their tables. I tell students that in a moment I will give them another piece of paper. I show them how on each side of the paper there is more information about one of the flats and that they are going to ask each other questions about one of the flats. I ask pairs to decide among themselves who is A and who is B. I ask all As to raise their hands and tell them that they are interested in the apartment on Oxmantown Road. I ask them to circle their apartment in the reading text. I ask all Bs to raise their hands and tell them that they are interested in the apartment in Hazelwood. I ask them to circle their apartment in the reading text. They will ask each other questions using the questions they thought of in the previous activity and decide whether they want to take the room. After a few minutes students will switch rolls. After they have spoken I take WC FB, asking a few students if they decided to take the room and why/why not.

Students will receive 6 property cards and 6 tenant cards and will be asked to match them to one another.