1) * To introduce the word collocation 'first impressions' by showing a series of flashcards to set context. a) Smart and scruffy interview candidates. If you were the interviewer what would you think of this person when he walked through the door (x2). What is he like? 2) A beautiful picture of the 1st bridge over the Bosphorus. T: " When I came to Istanbul I thought the Bosphorus was beautiful. I like to take a boat across the Bosphorus." " My friends asked me what is it like?" Elicit 'opinion' and 'thoughts'.... impressions. CCQ for impressions. 2) *T draws a time line to show past, now, and future to demonstrate the meaning of first impression. CCQ for first impression

1) T: tells a story with mime that incorporates TL - eliciting words from the Ss. Then concept checks,drills,and writes words on the board. awful waste of ,,, confusing litter I can't stand mosquito extremely

1) * T introduces Ss to context of the text. Britain and America speak the same language but life in the two nations can be very different. Ss will watch an interview with a British person (Paul) saying his first impression of America, and an American (Toni) saying her first impression of Britain. Context question: Is Toni's impression positive or negative (negative) . Is Paul's impression positive or negative (positive). 3) * T demonstrates reading activity on WB. Ss read the text passage (first impressions) for gist and identify the positive and negative opinions, by putting + and - by each. Ss have 3 mins. 4) Ss check in pairs, T ask 2 Ss in the class " Is Claude from Trenton's impression of Britain (read out sentence to expose Ss to spoken language) impression negative or positive? [positive]. Is Louise from Southampton's impression of America positive or negative [negative]. Answer key on WB and wall.

1)* T presents 6 sentences on WB that can be used to express strong likes and dislikes. Ss listen to an audio recording of the sentences and read along. Listening for strong intonation. Ss listen twice more. 2)* WG say the sentences out loud as a class (stand up) . Intonation checking question: " She doesn't like the weather at all. Positive/ negative? [negative] - where is the stress? ( at all) CCQ: If you saw me throw my biscuit wrapper on the floor ( litter) (use realia) what would impression would you have of me? [ negative] 3)* Drill - check individuals and groups together ( all the boys, all the girls, all the nice people).

1) * Ss write down two positive and two negative impressions they have of Istanbul individually. 2) * Ss mingle with WG to find someone who has the same like or dislike as them. Pairs sir down together, 3)* Ss discuss in pairs the other opinions they have on their paper. T encourages Ss to use key vocab available on WB.

1)* TT puts paper and tack on desk at the front and demonstrates activity so clear. 2) * When ready students write down on of their impressions ( negative or positive - and their name, and tack it to a poster at the front of the class to make a class collage of impressions.

Last lesson fun activity if extra time to acknowledge the class rapport. 1) * Hangman using vocab used in today's lesson . T demonstrates game on the WB and Ss play in pairs. 2) A joke to take away on the board " My dog has no nose... really how does it smell? ... Awful" .., use of TL in amusing context.