- Write "There is......" and "There are" on the board and look at the classroom, make two sentences. E.g "There is a whiteboard", "There are 8 tables". Tell the students to look around and give me as many sentences as they can to describe the room.

- Show the handout to the students and tell them to say what the rooms are. Elicit answers and model good pronunciation for students to repeat. - Give the handouts to the students and tell them to match the words to the numbers. Ss check their answers with the peers. - Show the answers on the board.

- Listen to track 1.50 and do class drilling. Show the stress of the words that the students have trouble in pronouncing.

- Read the instructions as a class "Shelby and Claudia are student. They want to rent a flat. Listen. Which flat do they rent?" - ICQs to check the understanding. "Who are the students? What do they want to do?" - Define the verb "rent". - Listen to the recording 1.51. - Students listen and say which flat Shelby and Claudia decide to rent.

- Set the context for the exercise and tell the students that "Shelby phones her father up to tell him that she has a new flat" and student will listen their conversation. - Nominate a student to read each question. Check the understanding. - Tell the students to read and listen at the same time. - Peer Check in pairs and discuss them as a class.

- Tell the students to look back at Flat A on page 36 and find the false information in the dialogue. - ICQs to check the understanding and peer check after the students are finished and check with the whole class.

- Tell the students to read the conversation in pairs. - Point out the meaning and the pronunciation of the markers "Really" and "Oh" and do class drilling if it is necessary. Monitor carefully for other problems.

- Ask the students to look at the picture on page 37. Ask "What can you see?".Elicit answers from the students. - Tell the students to read and complete the sentences with a, an, some or any. - The students compare their answers with their partners. Check the answers with the whole class.

- Ask the student to look at the table. then model the activity carefully by looking round the room and reading out two sentences. - Elicit answers from around the class. - Model the stress and intonation pattern. Point out the weak pronunciation of "are in "there are" and the long "a" sound in there aren't". Show that the main stress is on the noun in column 4, and that the voice falls at the end. - Put students in pairs to make true sentences from the table.