Display a few photos of famous landmarks from around the world (e.g The Maiden Tower in Baku, the Colosseum in Rome, the Eiffel Tower in Paris) on slides. Ask SS to look at the pictures and identify the places. If SS are unfamiliar with any of the places, give the names and briefly clarify where they are located.

Tell SS to work in pairs and ask each other questions in ex 1 A about what they know about Tokyo. Have them look at the pictures on pages 40 and 41 and discuss which places they would like to visit. Encourage them to extend their answers by giving reasons. Monitor the discussion and support where necessary.

Play the recording and tell students to listen and answer the questions about which places Mike and Harry decide to visit in ex 1 B, on p 40. Have SS pair-check and compare their answers in pairs before sharing the correct answers with the whole class.

Tell SS to listen again and answer the given comprehension questions in ex 1 C, on p 40. Have SS pair-check their answers in pairs before eliciting the correct answers from the class. Get a whole class feedback.

Instruct students to answer the questions in ex 1 D, on p 14 by sharing their personal ideas and opinions. Get a whole class feedback.

Tell SS to listen to the audio and complete the sentences in ex 2 A, on p 40, using the words in the box. Instruct SS to answer the question in ex 2 B, deciding whether the speakers are talking about the present or the future. Tell SS to match the sentences in 2 A with the uses of “will” and “shall” in ex 2 C. Elicit the meaning of “won’t, ‘ll and shall”. If SS are unsure, briefly explain about the rule “shall” and clarify the short forms of “will” and “will not”. Write a few example sentences on the board to demonstrate meaning, form, and use. Ask CCQs such as “If I say I won’t go, does that mean I am going?” If I say Shall we go?, is it a suggestion or decision?

Tell SS to go to page 150 and play the recording for SS to listen and repeat for pronunciation practice. Give SS 5 minutes to complete exercises A, B, and C on p 151. Monitor while they work and assist if necessary. Elicit answers from different students and provide a whole class feedback.

Tell SS to listen to Mike and Henry’s conversation in ex 3 A on p 41 and identify Mike’s favorite part of the day. Direct SS to ex 3 B and ask them to listen to the final part of the conversation and answer the questions. Elicit answers from different students and conduct a whole class feedback.

Tell SS to answer the questions in ex C and D, on p 41, which ask them to talk about cities in other countries they would like to visit. Encourage SS to extend their answers by giving reasons and examples. Monitor the discussions and conduct a whole class feedback.

Tell SS to look at the sentences in ex 4A on p 41 and identify the opposites of the highlighted adjectives. In ex 4 B, ask students to match the opposite adjectives. Elicit the correct answers from different students. In ex 3 E, instruct SS work in pairs to discuss places they know that fit the adjectives from ex 3 B. Monitor SS closely and get a whole class feedback. Give SS an additional handout titled “4B Vocabulary related to Adjectives: Places”. Assign roles: Student A and Student B. Give each student a different version of the crossword-style handout, where some answers are missing. Set a time limit of 3 minutes for SS to complete the task individually. Have them check their answers with a partner by comparing both versions. Get a whole class feedback.

In ex 5 A, on p 41, tell SS that their partner going to visit them for one day in a city they know. Give them 2 minutes to make notes about where to eat, which places to visit, and what to do at night. In ex 5 B, have Student A describe their plan to Student B, who listens and chooses which places they want to visit. Give students 2 more minutes to agree on a final plan for the day. Then have SS swap roles and repeat the

Ask SS reflective questions such as “ What did you learn today that was new or surprising? Which activity helped you learn the most? Why?“ Put some good use of language and write common mistakes on the board made during the speaking stage. Elicit corrections.