Thursday, December 08, 2016

English for refugees - Describing homes - finding accomodation

  PART ONE


Aim - To help refugees with some grasp of English describe and find accommodation Greek city of Thessaloniki

Materials - Photographs of different kinds of housing  either from magazines or via  via smart phone.

Level - Elementary/intermediate.

1 - Ask students to think of their dream/perfect home. You may need a photograph to help get your message across and then describe the place and say why you want to live in this place.

2 - Now elicit suitable vocabulary for describing a home;

Type - e.g. flat/house/villa etc

Size - e.g in  square meters or number of rooms/bedrooms

Location e.g in the centre/suburbs/countryside

Amenities e.g.garden/swimming pool/utilities room/garage etc

3 - Write these on the board elicit further terms from the students.

4 - Now students look for a suitable dream home on their smart phones or simply describe it to the person next to them. Students then ask each other why they want to live in this place.

5 - Now draw a floor plan of your own or one you have found on the internet. Label the rooms and facilities, check comprehension.



6 - Students then draw their own present home/previous residence floor plan or for their dream home.

7 - Students then describe their plan.

e,g, It is/was
       It has/had
       I like/liked etc

PART TWO


Aim - To help refugees with some grasp of English describe and find accommodation Greek city of Thessaloniki


Materials - Photographs of different kinds of housing  either from magazines or via  via smart phone and a map of the city..

Level - Elementary/intermediate


1 - In the next lesson recap the language used to describe homes (see part one)

TYPE
SIZE
LOCATION
AMENITIES

2 - Now divide the students into two groups landlords/landladies and tenants - explain terms.

3 - Now in their groups students think of questions the landlords/landladies and tenants would ask.

Landlords/landladies

e'g How long do you want to stay?
     Do you have pets?
     How many people are there in your family?
     How will you pay the rent?- cash/credit card/direct debit?
     etc.

Tenants

e.g Where is the apartment?
      How big is it?
      How many bedrooms does it have?
      How much is the rent?
      Howe much is the deposit? 
      etc.

4 - Write these and any others on the board so students can see them during the following exercises.

5 - Give out landlords/landladies and tenants role play cards (cut into strips)




6 - Work on vocabulary issues and either assign roles at random or ask student to choose their own roles. 

7 - Students write down/copy suitable questions and practice them in pairs.

8 - Now students stand up and the landlords/landladies go to one corner of the room and tenants to the other. Explain that the tenants are looking for accommodation and the landlords/landladies have properties in and around Thessaloniki. Remind students that in Greece prices are often are negotiable so they can haggle/negotiate things such as cost of rent.

You may also need to pin up a large  map of the city to help students understand where the properties are located

9 - Student try to find suitable property/tenant. Encourage students to try more than one option.

10 Students then explain how they made their choice to the class.

11 - If time permits students swap roles.

In the next lesson students can repeat the exercise using their real life details in order to recap.

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