Ss are shown a city picture and asked to guess the city. After eliciting Vancouver, T explains that Vancouver is one of the best cities in the world and asks students to think and tell about the possible reasons for this.

To do some pre-reading vocabulary teaching, teacher uses pictures and word cards. T puts the words HOs on the board and then starts showing pictures trying to elicit related words. When the first exposure is complete, they are asked to complete a pictured crossword puzzle which helps them to focus on form and meaning. They do PC before getting the answer key, then a WC pronunciation drill is done.

Ss do a gist reading exercise by matching the headings in the correct place. T demonstrates how to do the task with the first paragraph and make them match the rest individually as it is a receptive skill. When they finish they do GC, and teacher gives feed back by nominating students. She asks for justifications with key words in this stage to avoid any accidental correct answer.

Ss develop detailed reading skills by matching the sentence halves including detailed information about Vancouver. At this stage they again study alone. When they finish, they do PC again and give the groups final answer with the help of interactive board. Feedback is given on the WB.

T elicits examples of adjective on the model sentence and raise their awareness on the type of vocabulary. After that Ss analyze the text to find more examples of adjectives. They complete the adjective-noun table in pairs. For the FB session they come to board and underline the adjectives they found. Teacher use CCQs to check meaning of some adjectives on the board and gives FB .

Each student is given a heading as the same in the text . Each student is asked to write 2 sentences about Istanbul related to given heading. They combine their sentences to make a small text about Istanbul, do group check then read it with the teacher and T gives quick FB.