After greeting students, the class is divided into two groups and given a short and simple discussion topic. Teacher asks the first group to discuss on the good sides of Izmır and the second group to discuss on the bad sides of Izmır. After that, students share their ideas in class.

Some cards that include strong adjectives are shown to the students, and they are asked to stick those cards on the board under the topics "GOOD" and "BAD". This activity is done to find out which of the strong adjectives are problematic for the students.

The problematic words are elicited by using some slides. Some pictures are reflected on the board by using OHP and students are asked to choose the suitable adjective for each picture. This activity starts with a picture, then some CCQs are answered by the students to elicit the current strong adjective, it is drilled by the teacher and written under the correct group on the board.

The class is divided into two groups for a game. Three adjectives are reflected on the board and students are asked to hunt the odd one. Two flyswatters are used for this activity. A student from each group comes to the board and waits for the words with their flyswatters, when the words are reflected on the board, they try to hunt the odd adjective first. Fast hunter is the winner.

Students are organized in pairs and asked to listen to the conversations one by one and find what the people talk about. After each conversation, the track is paused and students are given time to take notes. After all the conversations are listened, students check their answers with other pairs. Next, a student is nominated to be the teacher to give feedback to the students. The answers are given him and he is asked to give feedback.

Students are asked to work alone and listen to the conversations for a matching activity. After the handouts are delivered, the track is played. First, students check their answers in pairs, then they find the answer key under their chairs.

The students are asked to work in pairs and a conversation from the script is given to each pair to practise it. Because the conversations are short, each pair can practise more than one. The pairs can be switched, if needed.

Students are asked to work in pairs and a card is given to each pair. They can find the first sentence of a conversation on their cards and they are asked to make a conversation with their partners by starting with the given sentence. Pairs are switched, if needed.