T starts the lesson by asking students about places in Russia they have visited. T talks about the place in Russia she wants to visit. Then in pairs students ask each other a set of questions about where they are from and what their hometowns are famous for. For feedback several students tell about their partner as an open class discussion.

T gives the handouts about Stockholm to the class. First, T wants them to study alone to read the text and three paragraphs with headings. Then they check their answers in groups of two or three. T projects the answers on the board. In feedback, T asks Ss 'Why are the paragraphs important?' - Because they make the text easier to organise and write; and they help the reader to understand more easily.

1) T elicits adjectives Ss can use to describe Spb. T writes them on the board. T divides Ss in pairs to match adjectives with definitions, then they compare with another pair, then they check themselves comparing answers with the correct ones on handed worksheets. 2) T writes on the board "Nevsky Avenue is popular for tourists. Nevsky Avenue is touristy place. Nevsky Avenue is most touristy place in summer." T elicits usage of articles a/an/the. Ss fill the gaps with adjectives from the previous exercise and choose an article. Compare in groups of 3, check as OC. 3) T asks students apart from Nevsky Avenue which places in Spb are popular among tourists. T elicits names of different important and interesting places in a city. Ss work in pairs unscranbling names of different places. Ss compare with another pair. Check as OC. 4) T elicits structures that can be used to introduce places in a sentences. Ss make 2-3 examples of their own. They use structures there is/there are + people can visit. T reminds Ss to use adjectives and articles in their sentences.

T gives Ss some paper and tells them they are going to write about their hometowns for a travel website. T reminds them the model and asks them to write only one paragraph with descriptive details by using the ideas from the previous exercises. T monitors and supports Ss when they are producing their script. When they finish, students exchange their worksheets to decide if they want to travel to their partner's hometown.

T swaps Ss paper. Ss try to correct the sentences and write comments. T monitors and take notes. When they are done, T writes some good and bad examples on the board and elicits the correct answers from the students.