The teacher welcomes the students and displays a picture showing the names of different countries. The teacher asks the students: "What is your favorite country? And which specific city in that country do you love most?" The teacher nominates one or two students to briefly name their chosen city and mention one famous place or landmark found there. The teacher sets the communicative goal: "I want you to tell your partners about your favorite country/city and why you like it in the BORs." The teacher adds the students to Breakout Rooms (BORs) for 2–3 minutes. The teacher monitors the rooms briefly to ensure students are speaking. The teacher brings the students back to the main room and nominates a few pairs to share what they discussed.

The teacher displays a picture of London and Dubai. The teacher asks the students, when there are a lot of nationalities in the same city, how can we describe this? The teacher reveals the word and clarifies the MPF: Cosmopolitan (adj): * CCQ: "Does a cosmopolitan city have one nationality?" (No). "Can you give me an example of a cosmopolitan city?" Teacher models and drills pronunciation and asks about the part of speech, which is an adjective. The teacher introduces the listening context: "Marco is asking his friend Elaine for advice on famous places to visit in Australia. You need to find out how many days he will spend in each location." The teacher displays the map of Australia and the list of cities: Melbourne, Alice Springs, Cairns, and Sydney. The teacher asks the students an ICQ, "How many places are they going to talk about? four". The teacher plays the audio (once or twice). Students listen and type the number of days for each city into the chat box. The teacher shows the model answers on the slide to confirm student understanding.

The teacher displays the "Group Sort" slide featuring 10 phrases. The teacher asks students to categorize each phrase into the following four groups: Recommending places, food, etc. (e.g., "You must see...", "Personally, I'd recommend..."). Recommending not to do things (e.g., "Personally, I wouldn't recommend..."). Describing places (e.g., "It's famous for...", "It's one of the most beautiful..."). Responding (e.g., "It sounds amazing!"). The teacher shows the correct answers and asks the students: "Do you have any different answers? Why did you place that phrase there?" The teacher focuses on the form and pronunciation as outlined in the language analysis sheet.

Task Setting: The teacher tells the students they are now travel agents preparing a "mini-tour" for a specific country. Students choose their country and share it with the teacher (to ensure variety). The teacher asks students to make notes using the prompts provided. The teacher gives students 5–7 minutes to prepare their notes and use the "Useful Language" from the previous stage. The teacher moves students into breakout rooms in pairs or small groups. Students take turns "selling" their tour to their partner. The partner must listen and decide: "Would I go on this tour? Why or why not?". The teacher moves between rooms to provide support and note down good uses of the target language or common errors for later feedback.

1.The teacher praises the students. 2.The teacher nominates some students and asks them to share something interesting about their partner's tour. 3.The teacher provides some language feedback. 4.The teacher thanks the students and ends the lesson.