Speaking ex1 (p. 10) The teacher elicits the topic of 'neighbours' by writing a sentence which is known in Turkish 'get right neighbours rather than the right house' on the board. The teacher asks the students if they agree with this or not. Then, the teacher talks about her own neighbours and connects the sentence with the exercise 1 on page 10. The students will talk about the questions in execise 1 by working in pairs. Finally, the teacher take some general feedback (FB).

Before asking the students to read the passage, the teacher explains the unknown words verbally. Then, the teacher asks the students to read the passage about the poll conducted among British people and about their preference of famous neighbours. Students read the passage, then do the exercises 1-2 in reading part. Then, the teacher asks students which celebrity they prefer as their neighbour.

The teacher moves on the grammar structure, rewrite some of the questions and cut-up into word that Ss then work in groups to reorder, and then check in whole-class feedback (w/c FB). Then, the teacher explains that these can be answered shortly, it sounds more natural. (E.g.: what colour is your father's hair? Grey.)

The teacher writes the structure of the grammar on the board (See: WhiteBoard Plan) following with categorising them. The teacher draws students' attention to the words (far, old, popular, tall, colour, time etc) to place in the correct category; thus distributes reordering handouts and gives feedback through concept checking questions (CCQ) and elicit forms on the board. In this stage, the teacher also focus on the drill of a few questions for pronunciation, paying attention to natural models.

Grammar ex1 SsBk. First, Students will do the exercise by working in pairs to write the questions and then, check their answers with an answer key. Then, if time permits, the teacher asks students to do the ex1 from the WB.

The teacher asks the students to move on Grammar ex2 which allows for some spoken practice and personalisation as Ss interview each other using the questions from ex 1. After doing the ex1, the students discuss about the students by asking the correct forms of the question in the activity. The teacher monitors, focuses on the issues regarding their word order and gives them feedback through peer check. If time permits, students will do the ex2 from WB.

The teacher moves on ex3 for a freer speaking activity and asks the students to imagine that they have a new (famous) neighbours and set up a role-play by asking or reordering the questions. The teacher tries to take note of any errors with the TL, takes some general FB, then, if time, gets some of the errors onto the w/b and elicits corrections.