- Separate students into pairs or tables of 3 with different country names on the tables. - Start discussion, provide EXAMPLE of a place you would like to visit: Montmatre, Paris. Write on the board, "cable car" and ask students if they know what this is. Show a picture of a "cable car" in Montmatre, San Francisco, and one in Istanbul. Explain that cable cars can be uphill (Montmatre) or on level ground (Istanbul). - Ask students to make a list of the TOP 3 places around the world they would like to go; note that it cannot just be the name of the city or country, but a place/location. Then have them make a group list of the Top 3 places the group agrees on. - Jigsaw the students from other groups into other groups. Have one student from each group represent their group to share their Top 3. - Give a pen to one student from each group to write on the board their Top 3 places. - Quickly compare the Top 3 on the WB, then explain we will be talking about tourism today.

General discussion with students/class, ask them these questions to get them thinking about tourism: Why do foreign tourists visit your country? Where do most tourists come from? Do tourists from your country visit other countries? Which destinations are popular? Why do people travel? Is tourism good for a country?

Briefly introduce vocabulary. Have them up on the board on a sheet so you can stick it on there with ticky-tac, without having to make students wait for me to write it on the board. Show students the reading in your hands to see the picture of it. Ask students to guess which words will be in the reading they are getting about tourism.

Explain that you would like students to quickly read and skim the reading silently. Ask students to underline the vocabulary words they find in the reading. After that, ask students which words are in the reading: ALL.

Explain the TASK: Students will re-read the article silently, and answer the True/False questions on their own. Allow 5-8 minutes for this. Write the answers on the WB as an answer key. Ask students to check their answers with their partners and the WB. - Ask students to quickly skim the reading for words that are FOR or AGAINST the cable car. They can work with their partners. - Choose students to write their stances on the board, pass out pens. (7 mins) -Then ask class as a whole, who is for, who is against. Tally on board.

Handout paper with the except from a magazine & questions that students will discuss with their partners. Q: Do you think the new hotel is a good idea? Why or why not? Discuss with your partner. When they are done, do a class poll of who is for or against the hotel. Ask individual students their reasons.