Introduce Ss to the lesson context and TL by showing a picture of a hotel and a hotel room. Write on the WB and say "What is this?" Try to elicit from the WC the word 'hotel,' 'hotel room,' and/or 'room.' Focus Ss attention on the hotel room and ask "What is in the hotel room?" Write on the WB the model sentence with TL "There is/are...." Using gestures and verbal cues, organize the classroom into pairs and have them share with their partner what they see, using the sentence written on the WB. Distribute HO1. Monitor the warmer activity. Bring the WC together and focus on some objects/furniture that some pairs struggled to identify. Return to the WB sentence ("What is this?"). Depending on TL comprehension, you can also write "What is that?" on the WB and use it for objects in the picture which apply.

Distribute the adapted coursebook HO (page 16). Use object 8 in the HO as an example. Use the WB TL sentence again. "What is this?" Try to elicit from the WC: "This is a...pen." Go through the same steps for object 10 with the WC and then in the warmer/lead-in pairs, have the Ss identify the objects they know. Upon completion of the task, gesture for the Ss to 'look' and 'listen' for the words. Play audio file 1.31. Play the file twice if needed. Elicit from the WC "What is this?" and "What is that?," referring again to the model sentences on the WB. Play audio file 1.32. Instruct the Ss to 'listen' for...and point to the objects in the HO hotel room. Demonstrate 'ticking' the objects that they hear. Upon completion distribute the second HO from page 16. Instruct the students to 'read' and 'listen' again, using gestures. Get FB from the WC following completion of the audio file.

Direct the WC to 'open to page 17.' Write instructions on the WB and use gestures. Guide Ss' attention to the grammar component. Write on the WB and use some pictures as examples for the plural of 'this' and 'that' (e.g. "these pears" and "those trees"). Use example drawings on the WB to clarify comprehension. Guide Ss to complete the exercises on page 17. Following completion, have Ss check answers with their partner. Provide WC FB if necessary. Conclude this section with WC FB, using objects in the classroom as an example to clarify comprehension. Refer back to the model sentences on the WB "What is this?" "What is that?" "This is a...." "That is a...." Try to elicit from the Ss the correct structure with example objects in the classroom.

Direct the Ss to 'open to page 18.' Again, write instructions on the WB and use gestures where necessary. Ask the Ss "What is this?" Use A as an example. Try to elicit from the WC 'apple juice.' Write on the WB, "This is AN apple juice." Divide the Ss up into pairs again and guide them to complete the matching exercise. Provide WC FB with E as an example. Direct the Ss to 'listen' and check their answers. Play audio 1.34. Provide WC FB, going through each example. Use the WB model sentence "What is this?" and try to elicit from the WC "This is a/an..." Provide WC FB one more time, using pictures and CCQs. Eg: T ("Is this a coffee?") S ("No, it is an apple juice.")

Show the WC a picture of a hotel restaurant. Try to elicit from the WC 'restaurant,' 'cafe,' 'hotel restaurant' ("What is this?"). Write on the WB "What is there?" "There is/are..." Elicit from the WC what they seeing, using the model sentences. Distribute HO2 and in pairs, have the Ss share with each other what they see. Direct Ss to page 19 and instruct them to 'listen' and 'tick' what food and drink they hear. Allow for PW EC. Play the audio a second time if needed before WC FB is provided. Write on the WB clarification of the TL. Use pictures with CCQs to check for comprehension, again, using the model sentences on the WB ("What is this?" "What are these?").

Direct the WC to complete the 2 exercises on page 19. Allow for PW EC before WC FB. IF NEEDED: complete audios 1.36 and 1.37 for pronunciation. Guide Ss to 'listen' and 'repeat.' Provide Ss the HO from WB (page 10). In pairs, have them quickly complete ex 1-2. Provide WC FB if necessary. Direct the WC back to page 19 in the CB and have them 'listen' and 'repeat' the dialogue. Check comprehension from the WC. Show a picture of a cheese sandwich and tuna sandwich. Elicit what the sandwiches are and then check which sandwich is ordered in the dialogue. Write on the WB the model sentences ("Would you like...or...?"; "I would like..."). Show some pictures of food and drink options. Model for the WC with a few Ss. T: "Would you like an apple juice or an orange juice?" S: "I would like an apple juice." Divide the Ss into pairs again and distribute HO3. Have them ask and answer each other what they would like. Monitor the activity. If Ss do not know what a food or drink is, guide their attention to the model sentence "What is this?" and T can answer "This is a/an..."

Show the WC a blank menu. Try to elicit from the Ss the word 'menu' ("What is this?"). Check the WC for comprehension by getting some examples of 'drinks' 'food' and 'dessert.' Show some pictures of food to elicit "Is this a dessert?" Distribute the menu HO4 and guide the Ss to each complete a menu 'alone.' Monitor and help where necessary. Collect the completed menus. Check that they are legible--if not, use the TL and ask the Ss ("What is this?" or "Is this a...?") Provide the Ss with a 15 min break and set up the classroom like a restaurant. Props may be brought in (e.g. napkins for the waiters). Distribute HO5 and have the Ss order the dialogue in pairs. Project (or write) on the WB during WC FB. Divide the class into 2 groups. The first group are waiters and the second group are customers. Guide the Ss' attention to the model dialogue on the WB. Model the activity with a few Ss. Have the 'waiters' take the 'customers' orders. Monitor the activity and at some point switch roles for the groups. Wrap up the lesson by asking some Ss what their partner(s) ordered (e.g "What would Lisa like?")