The teacher greets the Ss and uses his own picture standing next to his country's flag -PPT-to elicit the words country and nationality. The rationale behind using real pictures is that they attract students' attention and prepare them for the activity. .

T tells Ss to look at WB and notice as he demonstrates the exercise (TP2 act 1). T asks another student to demonstrate to make sure they get the Instructions right. Ss do the exercise individually then check in pairs ( T makes this clear via ICQs).WC feedback follows and teacher drills some nationalities with the Ss.

T Makes a demo (adapted vocab activity 2) and asks ICQs before giving the HO. Ss do the exercise individually, check in pairs, and then do a WC feedback (focus on stress in pronunciation). T drills the pronunciation of the words: Mexican, Russian, French, American, Spanish...etc.

T elicits the context of the conversations that will come through pictures (Materials: Listening context Hotel Party Airport).

T gives a demo of ex 1 p 19 (materials; demo before map) and checks instructions. T then shows a map (Materials: Pre-listening Map ). T asks: Is the map right or wrong? Ss will possibly answer that it is wrong or that there is a mistake. T leads them to listen to the three conversations

T gives the "listening for details HO" after checking with the students what they are going to do (ICQs). Ss do the exrecise (Materials: Listening for details HO) individually, check in pairs and finally do WC feedback. T checks their understanding using CCQs to make sure they got the details from the tape.

T divides the students into groups (of three) to speak about the food, people, and weather of a country they choose from the board. After this, T monitors. T selects some of the students to report about what they like in the country they chose before. T corrects the mistakes and gives feedback.