The T asks the Sts to read the messages left on their desks and do what is written there. This is how the sts become involved in a brief quest following the instructions left throughout the classroom. The sts wander around the room looking for new instructions and following them and finally the last one brings them to the WB where they can see the topic of the lesson - 'Imperatives'.

The T draws the Sts' attention to the word 'Imperative' on the WB by asking what it means. Then the T shows a picture of a tourist who came to visit Vancouver. The Sts may give him a name and make a short story about his life. Then the T asks to give some advices to the tourist: what places to visit, what food and drinks to try etc (the models are provided on the WB). They can use the text about Vancouver from the previous lesson. If time it can be conducted in pairs. This is followed by eliciting Dos and Don'ts.

The Sts get introduced to the affirmative and negative forms of the Imperative Mood. The T asks CCQs and gets the Sts to correct the mistakes in the sentences written on the WB. Then the Sts are supposed to find and underline all the imperatives in the text about Vancouver. This is followed by peer-checking and brief WCFB (the answers will be represented on the WB).

The Sts listen to the track 2.66 from the course book (Global English Beginners) and repeat the phrases. Then the T asks the Sts to say the sentences in an imperious tone. The Sts indicate where the stress is. After that they are asked to say the phrases in a friendly tone and indicate the difference in intonation. The T asks which way sounds better. The answer is obviously the last, 'friendly' way. The T points out that the first way is not polite when it comes to giving recomendations and must be avoided. Plan B: The T might want to drill before listening to the audio track. Plan C: The T might ask the Sts to 'teach her the right pronunciation' and thus can elicit the right intonation.

The Sts are given HO 8.2. and asked to find the right answers. This is followed by the peer-check and the WCFB (answers on the WB).

The Sts are asked to match the sentences to make recommendations. They work in pairs. Then, after a brief FB they are supposed to give their own examples of recommendations. If the task seems hard to the Sts the class can brainstorm ideas together. All the sentences are written on the WB.

The T asks the Sts to give some recommendations to a tourist who came to Bursa. If necessary the T can provide a model. The Sts are supposed to work in groups and write their advices on the WB. This is followed by the WCFB.

The Sts get labels 'I am in Bursa', 'I am in London', 'I am in Istanbul' etc. They are tourists who went to the cities written on their labels. All the Sts are supposed to give 2-3 recommendations to each other while mingling. The brief WCFB finishes the lesson.