ID de réservation
18228003
Quand ?
12th November 2025
Horaire ?
13:30pm - 14:00pm
Notes
BUSINESS SITUATIONS:
SUBJECT OR TOPIC: New place, new start
Functional language - moving to a new placeuseful role-play situations
LESSON OVERVIEW
The main objectives of this worksheet are to: practise useful language for situations related to moving to a new place; talk about housing, money, getting around and neighbours.
In this worksheet, students learn practical language for everyday situations such as renting a flat, opening a bank account, asking for directions and meeting new neighbours. They match questions with answers, complete gaps with key vocabulary and listen to short conversations. Students also take part in role-plays to practise real-life dialogues.
RENTING A FLAT
Students imagine someone looking for a flat. They match questions with answers (e.g. When do I need to pay rent? – On the first day of the month). Next, students discuss renting and housing costs. Next, they complete questions with words from the previous task (e.g. deposit, lease, and bills). Then, students match the definitions of landlord and tenant and role-play scenarios about renting a flat.
OPENING A BANK ACCOUNT
In this activity, students read questions they can hear at the bank (e.g. Is there a minimum deposit?) and decide whether they’re said by a customer or a bank advisor. Next, they read responses (e.g. No, there isn’t) and match them to the questions. Then, they get role-play cards and act as a customer and a bank advisor opening an account.
ASKING FOR DIRECTIONS
Students study a city map and choose the correct phrases to explain how to get to the hospital. They then complete questions about directions (e.g. Could you show me on the map?). Afterwards, students listen to a recording where people give directions and choose a question to respond in each situation. Next, they use cards to role-play asking for and giving directions.
MEETING THE NEIGHBOURS
Students listen to a conversation between neighbours and choose the words they hear. Following that, they imagine their new neighbour is asking them questions about the neighbourhood and local life. Students complete the gaps in questions (e.g. What number do you live at?). Finally, they role-play neighbours talking, using the information on their cards and their own ideas.
LANGUAGE FUNCTIONS:
UNITS:
VOCABULARY:
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GRAMMAR:
PRONUNCIATION:
OTHER:
PROGRESS: Finished activity.
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