Show a selection of 4–6 pictures representing different stages of a holiday (e.g., packing, sunbathing on a beach, getting lost in a city, delayed flight, trying new food, checking into a hotel). Ask students: What can you see in the pictures? Do they show positive or negative things about holidays? Encourage brief open-class feedback after each picture.

Open the link in Google Form. The activity contains several sentences that include the target vocabulary (luxurious, queue, nightlife, crowded, go on a cruise). Students must decide whether each sentence comes from a postcard (P) or a holiday brochure (B). Give them 2–3 minutes to read and complete the task individually. Conduct brief open-class feedback by asking students which ones were P or B, and why.

Ask students to look at the vocabulary in the Google slide. Are they positive or negative? What kind of words are they?

Ask students to enter to Padlet link. There, they will find some adjectives. They need to put them in the correct column, positive or negative. Give 1 minute to do it. After, check all together. Go back to the Google slide and show students the meaning slide. Show the five words on the screen. Elicit or explain definitions and check understanding using CCQs: Luxurious – very comfortable, expensive, or of high quality. CCQs: Is it cheap? (No) Is it comfortable and elegant? (Yes) Queue (verb) – to wait in line. CCQs: Do you wait alone? (No) Are there many people? (Yes) Nightlife – entertainment available at night (bars, clubs, music). CCQs: Is it in the morning? (No) Do people go dancing or drinking? (Yes) Crowded – full of people, too many people in one place. CCQs: Is it easy to walk? (No) Are there a lot of people? (Yes) Go on a cruise – take a holiday on a ship, visiting different places. CCQs: Is it on a boat? (Yes) Do you stay in one city? (No) Use images or icons next to each word for additional context. Form Write the words in example sentences and underline the target language. Elicit or highlight parts of speech: luxurious – adjective → a luxurious hotel queue – verb → We queued for hours. nightlife – noun → The nightlife was exciting. crowded – adjective → The beach was crowded. go on a cruise – verb phrase → They went on a cruise. Model and drill the words chorally and individually. Focus on word stress: luxurious → /lʌɡˈʒʊəriəs/ → stress on -xu- queue → /kjuː/ → one syllable nightlife → /ˈnaɪt.laɪf/ → stress on night crowded → /ˈkraʊ.dɪd/ → stress on crow go on a cruise → connected speech, stress on cruise

Ask students to open the Google Forms link shared in the chat. The form contains 6–8 sentences, each with a missing word or multiple-choice options including the target vocabulary (e.g., luxurious, queue, nightlife, crowded, go on a cruise). Students choose the correct word to complete each sentence. Answers: warm, luxurious, polluted, a cruise, tasty, nightlife, self-catering, crowded, peaceful, an excursion, delayed, nightmare. After students will go to the google presentation and complete the sentences with one of the words seen.

Tell students they will talk about a personal holiday experience — either a good or a bad one. To help them organize their ideas, show a set of guiding questions. Where did you go? Who did you go with? What did you do there? (2 or 3 activities) Did you enjoy the food/accommodation/ nightlife/excursions? Why or why not? Did anything go wrong? (delays, weather, problems with the hotel) Would you recommend this place? Why or why not? Remind students to use at least 3 vocabulary items from the lesson. Put students in pairs or small groups. Give them 4–5 minutes to talk and then switch partners once. Monitor for language use and fluency. Take notes for delayed feedback. Bring everyone back together and ask: “Who had the most exciting/worst/funniest holiday?” Do content feedback, followed by language feedback on common errors or good use of vocabulary.