To lead into the lesson, T will show some good quality photos (black-white though) to WC to engage the Ss with the subject of "tourism" or "traveling". The Ss should get engaged in this fascinating topic. T will elicit some destinations/countries, the Ss will recognize. Ss will circle the correct countries on the WB.

Continuing with the photos a liittle, T will use some of the photos to elicit "personal pronouns" and singular "to be " contractions. T will make 1-2 examples first, then hand the Ss (in pairs or alone, depending on the number of Ss) a photo with a number in the back. The Ss have to match the photo with the correct phrase on the WB, e.g. "He's a tourist in Venice". T will do a little drilling of the vocab and the pronouns. In a second step, T introduces the friends of ITI Alice & Mike (photo copy) and tells Ss that they are tourists in Istanbul. T mentions the e-mail they sent to ITI. T instructs the Ss to read it carefully (demo with hands) and spot all adjectives (learnt before) and underline them (realia on WB) in PW. T monitors. When the Ss seem to be done, T instructs the Ss to write their solution on the WB (handing every Pair a pen), from number 1-8 (8 adj. in total in text).

The Ss read the same e-mail again: this time the T instructs them to pay attention to contractions and circle (Example and demo by T on WB) them - without really explaining them yet what exactly it is. Ss will be able to do it after they saw an example from the text. Ss work alone this time. ICQs: You work in pairs or alone? Alone. You underline or circle the TL? Circle. T monitors. When Ss are done, T gives instruction for the Ss to write their answers on WB, one after another (T hands WB-markers; if a Ss doesn't know an answer, give it to next Ss)

Based on the Ss performance in the previous exercise, T will shortly explain plural "Contractions" comparing it to the normal uncontracted form on WB. T will mention the meaning of the plural contractions. T will give colored sheets to Ss, with which they can puzzle the contrations together in PW(form). The Ss put their puzzles on their desks, T monitors. WC practising of pronounciation after T.

1) First reassembling of WC if there are enough Ss (every Ss moves 2 seats to the right). ICQ: How many seats do you move? Two. 2) T instructs Ex. 6 (two parts) from the adapted HO (Word sheet). T shows on HO which ex. to do. 3) T gives at least 2 examples (at least one each of the exercises). 4) Ss work in PW. 5) HO handed out to all Ss. ICQ: Do you work alone or in pairs? Pairs. T writes 1-7 & 1-8 on WB, then monitors carefully. for FB: Pairs get markers from T and write solutions in WB (2 solutions at a time).

WC does a listening to practise more: T instructs: 1) listen (ears) & fill in (hands) what you hear (ears) 2) T shows the ex. on the adapted HO (ex 8), explain what might occur on audio (we're,...) 3) start listening Nr. 55 4) T monitors, play 2nd time probably 5) check in pairs FB: T nominates pairs, they give an answer

T introduces the friends of Alice & Mike - Liz and Mike Instructions T for last exercise: 1) circle the correct one on the HO (demo if circling) 2) do it alone 3) show the ex. on HO 4) ICQ: You do it in pairs or alone? Alone. Monitor. FB: when Ss are done > check with their partner T hands out Answer key