-T do some act to elicit 'neighbour'. •T will act as a neighbour who goes to his neigbours and ask for different materials. -SS watch a video about some people talking about their neighbours. -T gives instructions. -SS will be given a handout. -SS are supposed to listen and do the task; • There are 3 stages in the handout; • Fill in the gaps / Fill in the gaps in the dialogues/ match the dialogues with pictures. -T gives SS a handout. -After SS watch a video,T replays it if necessary, if not T tells SS to compare their answers in pairs. -T gives SS answer key. -T asks SS about their experiences regarding their neighbours. -T monitors and do error-correction.

-T asks SS to work in pairs and discuss what are the good or bad features of a neighbour. -SS needs to find three features for both category. -T gets feedback from the SS. -T does error correction on spot.

-SS will do mingling activity -SS will talk to each other and decide what features an ideal neighbour has. -The stage will end after the T gets feedback from the students. -T monitors and give delay feedback.

-T gives instructions. -SS will be given cut-ups ( functional language within the context of complaining and polite requests) and matches the headings with the suitable categories; -SS work in pairs. HANDLING AWKWARD SITUATIONS 1 There is something I’d like to talk to you about. There is something I’ve been meaningto talk to you about. 2 I hope you don’t take this wrong way, but… I don’t want you to get the wrong idea, but… It’s just that you……………. 3 I have a suggestion/idea. I would feel better if….. It would put my mind at ease if…. 4 Do you see what I mean? How does that sound? How would you feel about it? A. Match the headings with the suitable categories a. Suggesting a solution b. Preparing the ground c. Getting the other person’s point of view d. Giving the message -SS have the opportunity to learn the meanings of these phrases and use them in the context. -The answers of the activity is on the walls outiside of the class they stand up and check their answers in pairs. -After that, the teacher does pronunciation activity on the board for (I'd like to& I've been)

-T gives instructions. -T asks SS to complete the gaps in the conversation with phrases outside. B.Complete the conversation with phrases a)- f). There is one EXTRA phrase that you don’t need. a) How does that sound? b) It’s just that. c) There is something I’ve been meaning to talk to you about. d) I’m sure we can sort it out. e) Do you see what I mean? f) I don’t want you to get the wrong idea but… The Noisy Neighbour A: Max, 1_______________________. B: Sure, go ahead. A: Look, 2______________________. B: That sounds bad. A: 3_________________________ you know how you always sweep your house early in the morning. Well, we cannot sleep at all because of that noise you make. B: Oh, right. I sweep the kitchen floor after breakfast. The kids are so naughty you know. A: I see but it’s a little disturbing. 4__________________? B: Fair enough. Look, I’ll start cleaning the house in the afternoon. 5_________________? A: Good. I’d really appreciate that. -SS works individually. -SS goes outiside with their papers and completes the task. -AK will be provided by T to SS. -SS compares their answers in pairs. -T monitors.

-SS will have the opportunity to practice the functional language via a role play activity. -SS will form two groups A and B. -T gives different role cards to SS -SS are suppose to prove their situations and perform at the same time. -Give SS 1 min. to think about their role. -T monitor SS

The teacher will get feedback and do error correction at the end of the lesson. She will write the correct and wrong sentences onto the board and the students will decide which ones are wrong and try to correct them.