I will start by pointing at things in the room and telling them: What is this? (they answer: a table) What is this? (they answer: a chair) and I will put them side by side and ask them, Where is the chair? (they might be able to answer: ( it's next to the table) ot beside the table, that's when I point out that they have he same meaning Then I will remove the chair far from the table so they are not touching , and then ask the same question, they should answer: (It's near the table) and I write both answers on the board. Then I stand next to the table and ask the same question (Where am I?) and near to the table and ask the same question Then I will ask them to PW and ask each other about things and persons in the room

- For the reading part : I will find the prospective new vocabulary that's expected to confuse them like: ( ice cream, expensive, cheap, station, quiet, busy restaurant, sandwich) and introduce a work sheet to do it in threes, then will check the answers after that and write them on the board and they shall proceed with reading the exercise and solve the riddle. - For the speaking part: I will make a story about me meeting my friend Beren in Taksim and I call her on the phone (I elicit the question: Where are you?) Then I elecit the answer form the photo of Beren at the cafe drinking coffee ..( I am at the cafe) Then I say: I don't know it, ( I elicit the question) - They answer : Where's that? .. Then she says it's on XX street , next to or near YY Then they do the excercise on this and fill in the blanks, check with listening and I write the answers on the board.

To introduce the useful language about asking about the place: "Where are you?" To state the place where you are: " I am at the cafe" To ask about the place: "Where is that?" To state the place of something : "In the street" and use : "near and next to something"

develop oral fluency through a S task

Feedback is provided during the monitoring and I will write all the mistakes at the end on the board as a game of correcting errors