T Start the class by asking Ss about their experiences with international travel. T Elicits some of the common phrases or structures they use when talking about their travels. T uses annotate to write some of their answers and explains that in today's class, they will learn some new structures to talk about international travel.

T shows the reading and asks Ss to read carefully, then asks them to explain what is its meaning.

T explains the different ways of working with substitutions. T Asks students to work in pairs or small groups to come up with their own examples of each structure, using the context of international travel. T Monitors the groups and provides feedback and assistance as needed. T shows the rest of the examples in the slides one by one

T Asks Ss to read the text and underline any examples where substitution can be applied, they are 15 possible cases. Once they have finished reading, T asks Ss to work in pairs or small groups to discuss the examples they found, and how they are used in the context of the text. T sends the original text for them to compare. T send the form with the questions

T Asks Ss to work in pairs or small groups to write a short dialogue or role-play using some of the substitution structures they learned in the pre-reading task and found in the reading task. Encourages them to be creative and use the context of international travel in their dialogues. Once they have finished writing, ask some groups to perform their dialogues or role-plays in front of the class. After each performance, ask the class to provide feedback on the use of substitution structures and suggest any improvements or corrections.

T sets the activity through a short reading

T gives feedback in the production Ss' give throughout the class. Summarize the main points of the lesson, including the new substitution structures that students learned. Ask if there are any questions or doubts.