- T arranges A4 size brown tourist signs on WB before Ss enter (Images: a train station, an airport, a museum, a hotel, a park, a castle, a bridge, a river, a beach, a synagogue, a church, a mosque) - T has Ss stand and assemble into two teams - T writes Team 1 and Team 1 columns on left side of board and explains the rules: T will say a word and each person at the front of the line must run to the board and slap the corresponding sign; the first to slap the correct sign gets a point - After all signs are slapped and the winning team announced, T matches Ss into pairs and asks them to sit

- T points to board and asks Ss if they have seen signs like these before, elicits responses about travel and tourist sights - T holds up HO and asks Ss to work in pairs to unscramble the words. If necessary, she demos how to unscramble a word on the board (using either lexis from the lesson or the word 'teacher') - T distributes HO and monitors Ss - When Ss are finished, she plays audio track 2.7 and asks Ss to listen for the answers, monitoring Ss to ensure they have spelled the words correctly (later, if necessary, she writes vocabulary on the board to ensure Ss have spelled each word correctly) 1) a train station, 2) an airport, 3) a museum, 4) a hotel, 5) a park, 6) a castle, 7) a bridge, 8) a river, 9) a beach, 10) a synagogue, 11) a church, 12) a mosque

- T writes three columns on the side WB: (1) Getting There, (2) Where to Stay, and (3) Things to Do/See (Miming can be used as T announces each category with a question: (1) driving a car, "How do I get there?" (2) hand to side of face to mimic sleeping, "Where can I stay?" (3) holding binoculars to eyes "What can I see?") - T divvies Ss into pairs or groups of 3 and hands out sets of tourist sign cards, asking Ss to decide into which column each sign should be placed - Ss use poster putty to stick cards into correct category - T asks WC to provide correction, gives feedback

- T holds up travel brochure and elicits from Ss about what it is - T tells Ss they must read the brochure silently on their own and guess the names of the cities discussed - T gives Ss two minutes to skim the two sections of the brochure and then asks the WC what the city names are

1st Detail Task: - T points to side WB with three categories of (Getting There, Where to Stay, Things to See/Do) and tells students they will read the text again on their own and write down one thing for each category on the HO (Activity 1) E.g. The Ramblas = Things to See/Do *** In case Ss are stuck during this stage, T has word cut-outs of Prague/Barcelona tourist sights that can be handed out to each Ss group. Then the Ss can use these cut-outs to categorize under each column. - T monitors to ensure Ss understand the activity and are on task - Ss are asked to check their answers with a partner - If T doesn't use Barcelona/Prague tourist sight cut-outs earlier in this activity, she will hand them out now to Ss pairs and ask them to stick the phrases on the side WB under the correct category to check their answers ***If phrase cut-outs were needed earlier in the activity, T will do WC feedback to check answers and give praise 2nd Detail Task: - T asks Ss to look at next activity on HO (Activity 2) - T asks Ss to write a B (for Barcelona) or a P (for Prague) next to each sentence, then check their answers with a partner - T writes answer key on the front WB and asks Ss to check their answers: (1) B (2) P (3) B (4) B (5) P (6) P (7) P

- T holds up a hand-drawn two-page tourist brochure about Colorado Springs - Each page uses the grammar of "There are/is..." and key lexis from the lesson; T reads each sentence aloud and asks Ss to repeat these sentences so that they understand what kinds of sentences to write (similar to those in the Barcelona/Prague brochure) - T hands out sheets of blank paper and asks Ss to work with a partner to create their own two-page tourist brochure about a city of their choice (they can use Istanbul if they are stuck) ** T provides realia for Istanbul tourism so Ss can check English spelling of tourist sights - T monitors Ss and assists where needed, taking notes for FB - When Ss are finishes, T asks pairs to hold up their brochures and talk about them - T gives praise and FB to WC