T projects pictures of different types of houses on WB and elicits what type of houses they are. T asks Sts to discuss about which house they would like to live in. What are good things and bad things about living in certain types of houses?

T asks: 'What rooms are there in a house?' and writes Sts' answers on top of board. Words that need to be mentioned are: hall, lounge/living room, dining room, bathroom, kitchen, bedroom, balcony. If a room isn't mentioned, T elicits it by using visuals. T makes columns for: Hall, Lounge/Living room, Dining room, Bathroom, Kitchen and Bedroom. T divides class into 6 teams, each corresponding to a particular room. T gives each team a large sheet of paper. Sts are now instructed to come up with as many things as possible one could find in their room. After a few minutes, Sts are asked to stick their papers on WB. T elicits from other Sts if they can add something. T checks if all necessary words have been mentioned and elicits those that haven't with visuals. After each word, T drills complicated words if necessary. T elicits 'furniture' by asking if anyone knows what we call the things in the rooms. It is a collective noun.

T shows a picture of Ana and Carlos and elicits where they are/what they are doing. Ana and Carlos just moved to England and are looking for an apartment. T elicits Estate Agent (someone who sells buildings and land as their job), Move in (to begin living in a new home), and 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)

T tells Sts 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.

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.

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.

T explains that Sts will now pretend to be Carlos, Ana and the estate agent. One will be Carlos, one will be Ana, one will be the estate agent. T divides class into groups of 3 and assigns the roles to Sts. T explains that there is a problem with the apartment and they want the estate agent to fix it. Carlos is really angry because he has called 3 times already and his mother is coming to visit. Ana is not that angry but she wants the problem to be fixed. She does not like Carlos' mother. The estate agent is not happy to see them. T distributes role playing cards and lets Sts read them and ask any questions. They will speak in their groups for a few minutes. After that, T will ask one or two groups to act out their role play in front of the class.