1. Pass out the pictures for “There are two bridges” (The reference already on section B; I have added it manually to section A). 2. Tell Sts to look at their own picture (not at their neighbors’) and ask them what they see. Elicit language from them regarding mosque, mini-bus, and Bosporus Bridge. 3. Demonstrate the mini-dialogue with a St and tell Sts to work with their partners. 4. Hold up both forms, highlight form A and say there is an airplane. CCQs: Do you see an airplane? Is there an airplane? No. Do you see two bridges? Are there two bridges in form B? No. Are there two bridges in form A? Yes. 5. During FB, begin transitioning to TL of "yes there is, no there isn't."

1. Put on WB Sisli. Say, "I live in Sisli." 2. Write a series of neighborhood words on WB and tell Sts to ask about my neighborhood. Write a few sentences and answer their questions. This will model the TL for them. Write their questions and demonstrate the inversion. 3. Show them to use "some" in plural answers and "any in questions.

1. Write “Yes, there is”, “No, there isn’t”, “Yes, there are”, “No, there aren’t” on the WB. 2. Talk through and drill the pronunciation emphases and mini-pauses: O oO, O oOo, O oO, O oO. Do this also via backtraining.

1. Divide the class into pairs. 2. Have them look at the picture of the house and the words floating about it. tell them to write 10 sentences with their partner. 3. When finished, divide them into new pairs and have them ask and answer the questions. 4. Conclude by asking Sts to talk about their partners' neighborhood.

1. Talk about adding on additional information. 2. Tell Sts to stand up and mingle and practice talking about their neighborhoods.