Walk in the class after greetings I can ask Ss where do you live? “In Istanbul “ they might say,ask again where in Istanbul ?they will have answers like, levent sisle.etc. I’ll say (is it a nice place there? Do have shops, restaurants, banks… in your area or near you? Ok , what do you have? Shops, a mosque(I’ll write it down on the board, e.g in ….there is a mosque, there is a bank, there isn’t a supermarket. After writing the sentences, I’ll ask them to make the question (using the board, gestures ,punctuation marks) to elicit the meaning from them and then put it on the board. Try to elicit the word neighborhood from Ss

Illustrating the functional language on the board. Affirmative positive there is a supermarket are two schools Negative There isn't a resturant aren't any parks Question Short Answer Is there a park? Yes, there is No, there isn't Are any parks? Yes, there are No, there aren't Teach vocabulary used in some activities (beach, museum, train station..)

we have two pictures of two neighborhoods, the have similarities and differences. Students are asked to work in pairs hiding their pictures from the pair. Students will describe their pictures using target language in detail to the partner ( there is a market in ...)they should find about 3 differences then they can compare their pictures to check. ask one or two pairs to tell you what they found.

Another activity will follow. Students will ask each other in pairs about their neighborhood they are given 3 minutes to discuss and then one or two answers are checked on the board. Hand outs are give to students with words l(hospital, station, beaches, a bank, a hotel,any schools…and a market) Students are instructed to put each word in a form of a question using target language.

Another activity will follow. Students will ask each other in pairs about their neighborhood they are given 3 minutes to discuss and then one or two answers are checked on the board. Hand outs are give to students with words l(hospital, station, beaches, a bank, a hotel,any schools…and a market) Students are instructed to put each word in a form of a question using target language.

I'll talk briefly of my self (I live in a safe neighborhood in my town with very good neighbors. there are small shops. there are two mosques and there is a school. unfortunately there aren't any gardens. there isn't a cinema and there isn't a big market. but there is a minimarket where we can buy vegetables) working in pairs students should be able to tell their own description of their neighborhoods. one or two of them will tell his lines to class.

STUDENTS CAN SPEAK