Ask: what do people often do in Taksim and kadikoy? (demonstrate / protest) Ask: what happened when the government wanted to destroy Gezi park? (peaceful protests) Ask: If the government wanted to destroy some more park area in Istanbul, what would happen? (protests)

I will say: You are going to read about a new road being built in a town, but first, we’ll look at some vocabulary. Say: Everyone stand up (demonstrating). Form a circle. I will hand out one definition per student, alternating the three colours. These three colours will be used to get Ss into their three main groups later in the lesson and will also make sure that Ss will not have difficulty finding the definitions (which will be multiple copies) as they will only look for their colour. NB: Depending on the class size, some vocabulary will not be distributed and I will have 2-3 definitions on the WB or walls (again in the three colours). I will tell all the Ss, who are all standing in one large circle, to turn to their right and I will demonstrate pinning the definition onto the back of the student in front of them. I will then hand out the vocabulary card, which they will need to fill with answers (a-i) for each word. Say: These are your words (showing vocabulary card) and these (pointing to the back of a student) are your definitions. Ask: Who is pink? (hands up) Ask: what colour definitions will you look at? (pink) Ask: Who is orange? (hands up) Ask: what colour definitions will you look at? (orange) Say: Read the definitions. Match the meanings (a, b, c…) with the words on your cards. ICQ: What will you do? (read definitions) ICQ: What will you write? (a,b,c…) Say: You have 3 minutes. ICQ: How long do you have? (3 min) Monitor. After 3 min, get all Ss to sit in large groups (green, pink…) Say: Check your answers with your partners. Hand out answer card (1 per pair). Monitor which vocab words are difficult for Ss. CCQ only for the difficult ones AND ‘heavy’ b/c context is traffic not kg. CCQ’s: Destroy – When there is a big fire in a building. What happens? (It’s destroyed) Straight after the fire, can people live in there? (no) Why not? (It can’t be used). Can it be used? (no) It must be fixed first. Village – Is Istanbul a village? (no) Is Marmaris a village? (no) Can you name a village in Turkey? Residents – Are you a resident of Istanbul? (yes) Who lives in Kadikoy? (hands) Are you a resident of Taksim? (no) Do you live in Moda in Kadikoy? (no) Are you a resident of Moda? (no) Are you a resident of Kadikoy? (yes) Endanger – You are in Africa, on safari. Is a lion a danger to you? (yes) Can it hurt you? (yes) You don’t have a gun or a car. You only have a tent, food and water. Can you keep yourself safe? (no) Are you endangered? (yes) Vulnerable – You are in Africa, on safari. You don’t have a gun or a car. You are alone. Do you think you will have a good night’s sleep in a tent? (no) What could happen? Are you safe? (no) Are you vulnerable? (yes) Connection – I want to get from the Anatolian side to the European side of Istanbul. The two bridges are closed. Can I still get across the Bosphorus (Boaz)? (yes) How? (ferry, Marmaray) What is the ferry? (a connection) What is the Marmaray? (a connection) Reduce – At Zara, there is a sale. Is the price of clothing reduced? (yes) Will I pay more money today than before the sale? (no, pay less). Are the clothes reduced? (yes) Heavy – Ss will think of kg. In the reading it is used to describe a lot of traffic. CCQ: It’s 5.30pm on a weekend in Istanbul. How is the traffic? (heavy) Is it good? (no) Wildlife – I have a beautiful Burman cat in Australia. She is with my mother. Is she wild? (no) In Australia, is she wildlife? (no, she is an animal at home and is friendly (domesticated)) Is a kangaroo wildlife? (yes) Are butterflies wildlife? (yes) Are trees and flowers in the countryside wildlife? (yes) Are the tomatoes in my garden wildlife? (no) Is a person wildlife? (no) Is Tarzan wildlife? (no) Only plants and animals. Do drilling as required.

In their three groups I will hand out the headings (1 per 2-3 Ss). They will need to read the headings and the questions below the headings and discuss what the article could be about, and whether they think the people in the article are happy or sad about it. Say: You have three headings. Individually, read them and then with your partner (in pairs) discuss these questions (pointing). What are the articles about and how do the people in the articles feel? ICQ's: How many headings will you read? What will you discuss with your partner? (what is the article about and how the people might feel about it) Say: You have 2 minutes. w/c fb: ask one or two Ss what they suspect about any one article.

I will hand out the readings (one reading per group - colours) and tell them to read individually, then decide which heading best suits their article, and discuss in the group what the main effects of the new road will be (Ex.2) Say: You will read an article (show). Read the article very quickly, individually. You have 1 minute to choose which heading you think matches the article. Then discuss with you partner to see if you agree. ICQ: Will you read every word? (No) ICQ: What will you do? (read quickly and match a heading) When I can see they've decided on a heading, I will take up from each group what heading they all decided on. Say: What heading did your group decide on? Say: Now, you are going to have to tell the other groups what you've read. So, when you read the article a second time, answer these questions (pointing to Q's on the back of the reading) as you read. Decide which points about the article you will tell the other groups. Say: Read individually, then check your answers with your group. ICQ's: What will you do first? (read) ICQ's: Will you read in partners? (no, individually) ICQ's: What will you do when you read? (remember the main points of the article and think about what would happen if there was a new road built) ICQ's How will you check your answers? (speak with their group)

Say: Look at your reading. What is your number (1,2,3??) Who is number 1?, 3?. Find your number and talk about your article to your groups. ICQ's What will you do? (tell each other our articles) Say: When you listen to each article, decide what would be the main result of the new road. ICQ's: What will you do? (tell each other our articles and discuss what are the main results).

In the same groups, students will then discuss questions 1 & 2 from Ex.3. These questions expand on the idea of protests covered in the first lesson, and give the Ss opportunity to give their opinion about the texts and to put themselves in the position where their house would be destroyed. If there is time, I will then move students back into their first coloured group and ask them to discuss what each group would do in protest, and have Ss decide on the best approach.