T starts lesson with some lead in questions. T: You know İstanbul is a crowded city. Today there was a traffic jam and I took metrobus to come here. It is both cheap and fast. Can you tell me the transportation types in İstanbul? (T elicits transportation types.) What transportation type do you use to come here? Why ? T leads students to the pictures. Students work in pairs. T instructs: There are three pictures. Picture A ,B, and C Work in pairs and describe them to each other. After the activity, T learns some of the sts' ideas.

T tells:'You will hear 3 dialogues. Listen and match the dilogues with the pictures from A to C. Sts listen to the dialogues to match. T lets them compare their answers with their pairs. T gives WCFB.

Sts work individually. They will hear the listening tracks again and do the activity. T instructs: Look at Exercise 3. Listen to the dialogues again and circle the correct option. A,B or C. You have 30 seconds to read the questions. Read them before listening. To check the instruction: Which exercise are you going to do? Will you work alone? After sts do the activity, T wants them to compare their answers and then gives answer key of the exercise.

T says that there are many ways of asking for something. T: For example, the AC is on. I want you to switch it off. How can I ask you to switch it off? I do not have a pen to take a note. How can I ask for it? Request is asking for something and asking another person to do it as in my examples. ICQS: What did I ask for before? SS: Switch off AC, pen. After T gets students' answers, she gives the instruction and distrubutes the audioscript to students. T instructs: ' Work in pairs. Read the audioscript and underline all the requests.' (Audioscript) After students underline the request questions, T shows the answer key with OHP. After sts underline the requests. (Guided Discovery) T changes the pairs. T instructs for another activity: 'How can you answer these requests? Complete the words with the correct letters' After sts do the activity, T gives WCFB. T models the intonation on board and makes them drill the sentences chorally.

Students work in pairs to do the controlled activity. ( Passenger- Attendant Dialogue) T instructs: Work as a group and read the conversation here. Find 5 mistakes in the dialogue between the passenger and the flight attendant) After students work as a group, T lets two groups compre their answers. T gives WCFB to check the answers.

(1.46)T tells that 'please' is always put to make polite requests and friendly intonation is also important. T instructs: ' Listen to two requests and see the difference in intonation. They are not saying them similarly.' After sts listen to the requests. She asks CCQs: ' Which questşon is more polite? Why?' She lets them drill the requests chorally. (1.47) T instructs: Work in pairs. Listen to the requests and put tick if they are polite and a cross if they are not. ICQs: What do you put if it is more polite? Tick What do you put if it is not polite? Cross Sts listen to the requests and do the activity. T chages pairs to let them check their answers. T shows answer key.

T models the speaking task. T shows a to do list of her own for the next week. She says ' I have a lt of things to do. Next week, I will be very busy. ( T shows) This is my to do list. Look, I have to clean the flat Monday and I need to take my cat to the vet on Tuesday. I need to cook at home on Friday but I will be so busy because of my master degree project. Veysel, can you take my cat to the vet please? Erhan, could you clean my flat? Sümeyra, I wonder if you could cook dinner instead of me? After T gets the answers, she instructs and she hands out the speaking task. T instructs: Write five tasks you need to do next week on the to do list. After they all write, T pairs them up and sts ask the questions and they are asked some requests. (Mingle Activity) T monitors the sts and takes notes to give feedback on good language and errors.