1 T greets Ss and asks them 'How are you today?' If needed T asks ss to sit in a larger circle and/or pairs them (T) 2 T begins the lesson describing her neighbourhood while showing visuals of the key words. 'This morning we are going to talk about the neighbourhood I live in, Bahçeşehir, I live on the 3rd floor and have 2 neighbours. One is really friendly, Pelin, the other ONE, Özlem, is a nightmare. She complains about everything, baby crying, parking area, loud music. My tolerance is over! I can't put up with her anymore!' (T) 3 T asks ss to help her place the visuals to their names. 4 T asks ss to discuss these questions in pairs: Who are your neighbours? Are they friendly? Do you have any problems with them? (PW) 4 T makes sure ss understood NEIGHBOURHOOD, NEIGHBOUR, NIGHTMARE, PUT UP WITH (tolerance is tolerans in Turkish), if necessary shows he visuals again

1 T asks ss to look at the title NIGHTMARE NEIGHBOURS and predict the content; T then elicits (a) what type of text this is (a letter to a newspaper) (b) who wrote it (Mrs Chapman) (c) and why (she has a problem with her neighbour). T asks each question and waits for ss response. T explains that NIGHTMARE in the headline means VERY BAD. (WC) 2 T asks ss to read the letter and answer questions 1-4 (S). T asks ss to check answers with their pairs, then checks the answers with the class (1 Yvonne's neighbours are noisy and have all-night parties 2 She has been to their house to complain 3 She doesn't get enough sleep, she's too tired 4 She feels depressed and fed up)

1 T asks ss to look at the verbs in bold in the text. 'These are called phrasal verbs. Let's have a look at what they mean'. T divides the class in two groups and assigns 5 phrasal verbs to each group. Ss read the letter again and match phrasal verbs to their meanings. (T suggests they start with the ones they know, each group has 3 literal+ 2 non-literal phrasal verbs). T asks 3 students from group 1 to move to the other group, exchange meanings and complete the missing ONES. T writes answer key on the WB (1a, 2g, 3h, 4f, 5e / 6j, 7c, 8d,9b,10 i) 2 T models the backchaining drilling (see LA): T points out that the main stress in phrasal verbs falls on the particle, highlights intrusive sounds in go /w/ away, go /w/ on, two /w/ in the morning, my /j/ other 3 T explains the form of the phrasal verbs (see language analysis) using very simple words

1 T asks ss to rephrase sentences with the phrasal verbs in pairs (PW). Ss check their answers with their partners. T checks the answers with the whole class. (1 get on well with 2 moved in 3 goes on 4 give up 5 put up with 6 sit down 7 take off) (IF TIME) T asks ss to retell the story in the HO with their partners

1 T puts ss into 2 groups (A-B) and gives them two different texts to complete with the phrasal verbs (PW). T monitors and checks each pair. 2 T aks Ss to check their answers with their groups. T writes the answer key on the WB (Student/Group A: 2 went away 3 take off 4 given up 5 go on 6 turned up) (Student/Group B: 2 given up 3 sit down 4 put up with 5 go on 6 get on .. with) 3 T asks Ss to line up (A-B in front of each other) and take turns to ask and answer the Qs on their sheets (1 Q st A, 1 Q st B etc.) *(IF TIME) T asks ss to tell the class one thing they found out about their partners

Delayed error correction of the errors noticed during the spoken and written activities. T writes the errors on the WB and asks ss 'What's wrong? Why?'