T initiates the class by greeting with Ss and asking them about their activities and life. In order to introduce the topic, T starts to talk about herself by mentioning that she is planning a trip to Turkey but she is worried because she doesn't know how to speak Turkish so She is thinking about using translation applications.

T starts by asking Ss questions like: Have you ever traveled to a country where you didn’t speak the language? How did you communicate? Have you ever used a translation app? Was it helpful? Elicit students' experiences using translation apps.

Next, T introduces Ss to the key vocabulary that might block their understanding of the text. The assumed blocking words are: " Barrier , Gesture, Handy, Debate, Embarrass". T gives handouts to Ss. Ss are required to accomplish a matching activity in order to be familiar with the meaning of blocking vocabulary. Ss do the task individually, then check the answers in pairs and after in class with T. T writes the words on board and asks Ss for choral drillings.

T gives Ss 3 to 4 minutes to skim the text in order to get a general understanding of the text and answer the following questions: what is the text about? According to Lance, how can people be helped by translation apps? What can’t they do?

Ss should scan the text and find the answer of detailed questions. after finding the answers, T gives handouts to Ss randomly on which the answers and questions have been written. Ss with the correct answer and questions should find each other and sit together as pairs. After sitting, T elicits the answers in class.

Ss should discuss in pairs questions like: What’s your opinion of translation apps? Do they make communication harder, or do they help in ways we never thought possible? Then T elicits the answers in class.

After the reading activities, T Shifts the activity into a role-play task. T divides Ss into pairs and give each pair a role-play scenario that involves a communication breakdown (e.g., ordering food in a foreign restaurant, asking for directions, explaining a problem at a hotel). The Ss will act out these scenarios using the communication strategies they’ve learned, such as using simple English, gestures, or translation apps. Once the role-plays are completed, T brings the class back together to reflect on the activity. T asks Ss what strategies worked well and what difficulties they encountered.