Lesson 9 – A nice neighbourhood

Warm Up

Ask students about their neighbourhoods and introduce vocabulary, e.g.  Are there any schools, restaurants, parks? etc. Do you like your neighbourhood? Why / Why not?

Main activity

Listening

1. Tell them they are going to hear a woman talking about her neighbourhood
2. On the board write or look on the web:
Are these things in her neighbourhood? Does she like them?
shops
cafe
restaurant
sports centre
car park
cinema
bus stop
swimming pool
Tell them you will play the recording twice. Play the beginning: stop after It’s got a lot of good shops, and the people are very friendly.
3. Ask for answers to questions about shops. Write Yes, Yes next to shops.
4. Tell the students to answer the other questions. Play the recording twice.
5. Tell them to compare answers with a partner before you check them.

Key Answer

1. shops    : Yes, Yes
2. café      : Yes, Yes
3. restaurant : Yes, No
4. sports centre : Yes, Yes
5. car park : Yes, No
6. cinema : No, Yes
7. bus stop : Yes, Yes
8. swimming pool : No, Yes

6. Tell them they are going to hear the same woman phoning about a flat. On the board, write or look on the web:
1. What’s her name?                                                                    3. What’s she going to do on Saturday?
2. Write down the places she asks about.                            4. Will she rent the flat?

7. Tell them they will hear the recording twice. Play it twice.
8. Tell them to compare answers with a partner before you check them. For question 4 ask Why / Why not?

Key Answer

1. What’s her name? suzanne giles 
2. What’s she going to do on Saturday? the flat/shops/restaurants/somewhere to do sports
3. Write down the places she asks about. She’s going to see the flat
4. Will she rent the flat?We think she will/she likes the cinema and swimming pool

Speaking

1. Put students into pairs. You could have them sit back-to-back to do the phone call.
2. Tell them they are going to have a phone conversation like the one on the recording, and you are going to give them information first, but they must not look at each other’s information.
3. Give out the role cards: one person has A and the other has B.
4. Tell them they have two minutes to study their card and underline anything they do not understand.
5. Move around the class explaining where necessary. Check very large classes all together to save time.
6. Tell them to start the conversation. Go around helping, but do not interrupt unless necessary.
7. When they have finished, tell better pairs to repeat it for the class.

Follow up

• Tell the students to form a group consisting of A and B
• Ask students what they like? Is there anything you’d like to change?
• Collect the results of the answers that they changed in the form of a record