I will show a picture of a dorm room from some hostels. (powerpoint) Ask: Where do you stay/sleep on your travels / holidays? (various responses) Ask: What do you think these are? (dormitories / hostels) Ask: Do you know the word 'hostel'? (cheap hotel usually for young travellers) CCQ: Is it expensive? (no) Ask: Why are hostels cheap? (people share rooms, they share bathrooms, they sleep in dormitories. What are dormitories? - rooms with 4, 6, 8, 10 beds) Ask: Do you have hostels in Turkey? (I stayed in one in Çanakalle) Are there a lot in Turkey? (no) Are there many in Europe and South America? (yes) I will show two pictures- the three black catz hostel reading picture and the lighthouse hostel reading picture. (no headings will be shown) (powerpoint) Ask: What do you think these pictures are? (a hostel) Ask: One hostel? Two different hostels? (two) Point to people eating: Ask: what are they doing? (eating) Ask: Is there a restaurant in hostels? (no - and compare to hotels if necessary) Ask: Do people cook their own food in hostels? (sometimes, mostly) Ask: Are all hostels the same? (different)

Ask: What do you want in a hostel? (clean bathroom, kitchen, TV, air-conditioning) Write on board: a clean bathroom Drill: I want a clean bathroom. Does it have a clean bathroom? Write on board: near the beach Drill: I want it near the beach. Does it have a beach? Write on board: a kitchen Drill: I want a kitchen. Does it have a kitchen? Showing '2 things I'd like' h/o: Say: With your partner (pointing to pairs), discuss what you would like to have in a hostel. You have 2 minutes. w/c fb: Ask two students, what they want to have in a hostel.

This section is simply to make students to think about an internet search, and then the idea of reviews on internet sites. Show pictures of travel magazines, internet sites (powerpoint). Ask: What are these? (travel magazines, internet web page about travel, travel book) Ask: Where do you get your travel information? (various answers) Ask: Do you look on the internet? Ask: What do you have on the internet site? Ask: Do people say they like/dislike their hostels/hotels? Try to elicit the word 'review'.

Show 'which is a review?' h/o: Say: Which of these (pointing) is a review? 1 or 2? Give Ss h/o. It should only take one minute. w/c fb: Ask the class: Do you agree? CCQ: Who writes the review? (guest, person who stays in the hostel) CCQ: Is this a good or bad review? (good) CCQ: Can a guest write a bad review? (yes) In order for Ss to answer the question "Do you think it's a nice place to stay?" they can use the review to form an opinion. So it's a good idea to pre-teach that this is the opinion of a guest, not the hostel. This may be too difficult, however, they are intelligent adult students, and I don't want to assume otherwise. I want them to anticipate what will be in the reading even if they don't know they are doing it. This section can also be skipped if necessary. It will help them prepare for the reading, but may not be necessary.

I will fold the h/o in half to help emphasise the scanning task requirements in this section. Holding the two handouts, point to the questions at the top of the page. Ask: Are these readings the same? (no) Ask: Are they two hostels? (yes) Ask: Will you read about one or two hostels? (one) I will get Ss to read a question then look for the answer. Say: Question (pointing at question). 'Is it near the beach?' (exaggerate looking for a beach 'beach, beach...' as if to myself then find the answer) Pointing to the answer say: Ahhh! Beach, here it is. It is near the beach. Then mimic reading carefully and writing the answer. Give a second example if needed. For example, 'Is there internet?' (again exaggerate looking for the word internet 'internet, internet...' to myself then find the answer). Pointing to the answer say: "Ahhh! Internet, here it is. We have internet!" Read by yourself and answer the questions. ICQ: Will you read in pairs? (no, individually) ICQ: What will you do? (answer the questions) ICQ: Will you read all the words? (no) ICQ: Will you look (scan) for words like beach, internet, shops? (yes) ICQ: Will you then read the sentence about beach, internet, shops? (Yes) ICQ: What will you do when you have the answer? (write it down) group fb: In the two groups (two different readings) ask students to check their answers. I will monitor each group to see what their answers are, and move from one group to the next. If they are struggling with getting the correct answers, I will hand out an answer sheet that they can use for the next section of the lesson. If they have managed to answer the questions, then I won't need to hand out the answer sheet. If I do hand out the answer sheet I will give them 1 minute to check their answers. I want to make sure there is sufficient time for the speaking activities, so I will hand out the answers if they are struggling to move things along.

Looking at the students with the 'Three Black Catz' reading say, do you know what their (pointing at the 'Lighthouse' reading group) hostel has? (no) Ask: How can you find out? (ask questions) Ask: What kind of questions? (hopefully they will repeat the same type of questions as previously worked on) Then looking at the 'Lighthouse' reading group, I will ask do you know what their (pointing at the 'Three Black Catz' group) hostel has? Ask: How can you find out? (ask questions) Ask: what kind of questions? (as above) I will show some questions they can use to ask their partner. I will ask students to read the second set of questions individually. In their groups I will ask students to check the meaning of the questions together. I will pair up the students as per the numbers on the readings (1-1, 2-2, etc) Showing questions say: tell your partners about your hostel. Your partner can ask these questions (showing the small question h/o just discussed). ICQ: Who will you tell about your hostel? (partner) ICQ: Will you take turns? First one student talks, then the other student talks? (yes) ICQ: Can you ask questions? (yes) ICQ: Which questions will you ask? (the questions on the small piece of paper) Monitor as students attempt to tell their partners about their hostel and ask questions. Write down any errors for w/c fb (looking at checking accuracy of questions asked, but if students are really struggling then I will monitor for fluency - just getting the idea across in the question and understanding the answer). w/c fb: Do you like the three black catz or the lighthouse hostel? (various responses)

Show the 'Find the best place' h/o. (folded) Say: Think of a place you have stayed at. What did it have? Put a cross or tick here (pointing to top of form). Tick the things that were good. Cross the things that were bad. ICQ: Will you think about one of the hostels in the readings? (no, a place we've stayed at) ICQ: Will you put crosses and ticks in all the top part? (yes) ICQ: Will you do this bottom part? (no) After they have filled in the form: Show bottom part of form. Say: Talk to other students. Ask them where they stayed. Write what you like and don't like about their place. Then choose a smiley or frown. Talk to students and find your favourite place to say. ICQ: Will you sit? (no) ICQ: What will you tell your students? (where we stayed) ICQ: What will you ask your students? (what was in their hostel/hotel) ICQ: Will you find the worst place? (no, the best place to stay) w/c fb: Ask a few students which place was the best to stay.

I will write one or two common mistakes on the white board (and one correct example) and ask the students: Are these good questions? (wait for students to fix the questions verbally. I will ask students to correct the statements/questions and come up to the board and work through them.