Show students pictures of the following places: restaurant, bank, beach, park, station, supermarket. Put SS into pairs and tell them that you're going to show them pictures one by one and they need to write the name of the place with the correct spelling.

Ask SS to match the words with the pictures. Play the recording in ex 1A, p 42 for them to check. Drill the words. Have SS to complete the exercises in Vocabulary Focus 5B SB p.138. Play the recording in Exercise a, for students to listen and repeat the words. In Exercise b, ask SS to compare their answers in pairs. Tell SS to go back to SB p 42.

For Exercise 1, play the recording in ex 1B, p 42 for students to listen and repeat the pronunciation of the /S/ sound and the example word. For Exercise 2, play the recording in ex 1B, p 42 for students to underline the /S/ sound in the words. Check answers as a class. Ask SS to look at the words and the underlined syllables. Play the recording in ex 1D, p 42 for students to listen and notice the pronunciation and the difference in syllable stress. Point to the pictures at the top of the page and ask: "Hotel or hostel?" (hotel). Point to the picture at the bottom of the page and ask: "Hotel or hostel?" (hostel). Drill the two words.

Point to the pictures of Turkey in ex 2A, p 42. Ask: "What cities in Turkey do you know?" Check that students understand the eight adjectives and drill all the words. Put SS into pairs to talk about pictures 1-3. Take feedback as a class. Ask: "Would you like to visit Turkey? Why/Why not?" and encourage students to use the adjectives in their answers.

Elicit or pre-teach the word cave (a large hole in the side of a mountain or under the ground). Give SS one minute to read in ex 2B, p 42 the review so they can answer the question. Check the answer as a class.

Point to the table and draw a simple diagram of a building on the board to teach the words ground floor, first floor, and second floor in ex 2C, p 42. Give SS two minutes to read the review again and check what's on the different floors of the hostel. Check answers as a class.

Ask SS to discuss the question in pairs in ex 2D, p 42. Encourage them to use the adjectives from 2a. Take feedback as a class.

Write 2-4 examples sentences on the board: "There isn't a TV in the room", "There aren't any chairs near the table", "There aren't any windows in the hall". Underline or color-code key parts: There (starter phrase) isn't/aren't (negative form of be) a/any (articles/quantifiers) nouns (TV, chairs, windows) Ask SS to notice the structure and identify the pattern using prompts like: "What comes first in the sentence?" "How do we make it negative?" "When do we use isn't and when aren't?" Open class feedback.

Give SS one minute to complete the negative sentences, then play the recording in ex 3A, p 43 for them to check. Write the following two grammar patterns on the board and ask SS to match them to sentences 1 or 2: There aren't any + plural noun (sentence 1) There isn't a/an + singular noun (sentence 2) Give SS one minute to underline in ex 3B, p 43 more examples of there isn't and there aren't in the review. Check answers as a class.

Give SS one minute to tick the correct statements in ex 3C, p 43 and correct the ones that aren't true. Monitor and help as necessary.

Introduce the topic by asking: "Have you ever stayed in a hostel?" or "What do you expect in a good hostel?' Encourage 1-2 students to share short answers.

Check that students understand hostel receptionist (this person gives you the key to your room at a hostel) and guest (this person stays in a hotel or hostel). Play the recording in ex 4A, p 43 for students to listen and answer the question. Check the answer as a class, asking students to say why George isn't happy.

Ask SS to listen again, explain the different meanings of "free". Say: "free rooms" means "empty", there aren't any people in the rooms. Play the recording in ex 4B, p 43 for students to listen and tick the things in the hostel. Check answers as a class.

Ask SS to discuss the questions in small groups in ex 4C, p 43. Take feedback as a class and write a list of ideas on the board, making sure all students understand any new vocabulary that comes up.

Write 2-4 example "There is/There are" questions on the board: "Is there a supermarket near here?", "Are there any parks in your neighborhood?", "Is there a bank on this street?" Underline or color-coded key parts: "Is/Are" (Auxiliary verb) "there" (subject) "noun/phrase" (e.g., a supermarket, any parks) "location phrase" (e.g., near here, in your neighborhood) Ask SS to notice the word order and identify patterns. Prompt with questions like: "What comes first in the question?" "Where do we put there?" "What comes after the noun?" Open class feedback.

Give SS one minute to complete the questions, then play the recording in ex 5A, p 43 for them to listen and check. Ask SS to read the information in Grammar Focus 5B SB p. 122. Play the recording where indicated and ask SS to listen and repeat.

Have SS to complete the exercises on SB p.123, which practice the negative and question forms of there is/there are. Check answers as a class. Tell SS to go back to SB p. 43 in ex 5B. Give SS two or three minutes to write questions about their partner's town, city, or street in ex 5C, p 43. Monitor and help as necessary.

Divide the class into pairs and assign A and B roles in ex 6 (speaking), p 43. Student As read about a hostel on SB p.109. Student Bs read about a hotel on SB p. 107. Ask SS to find what things are the same and what things are different at the hotel and hostel. Give SS two or three minutes to prepare what they're going to say and what questions they're going to ask before they begin talking.