Write the word 'feature' on the board and practice brain storming if they know what does feature mean? If they can name some features of the classroom, their house, themselves?

I ask them to watch a video about planet earth for 4,25 min and pay a careful attention and write down features of the natural world and an adjective to describe the feature. I play the video. I ask them to discuss the video in pairs and write as many as features that they see in the movie.

I explain that there are a set of adjectives to describe these features more effectively and I want them to attribute these adjectives to the features and discuss their meanings. I give the HO and ask them to work in pairs. I draw the table on the WB and ask them to check their answer. Open discussion about other natural features which were not the movie if time allows. Glacier: a river of ice Summit: the top of mountain peninsula: land with sea on 3 side volcano: Lava and ashes / dormant, extinct

I show them two pictures. One is the land of Europe and the other one is divided in to countries and borders. Elicit two terms : Land / Country CCQ: Does a land have political border? Usually no. It s a casual or old-fashioned term. Is country a modern political term? Yes HO for feedback. Check the answers in pairs. Write answers on WB

I show them a cultural map of Turkey and ask the nominates to speak freely about the natural features of Turkey. Is Turkey rich in natural features? Can you name a few of them? After a short break through conversation. I ask them which cities in Turkey are their favorites. Write the name of 3 cities on WB. Group them in 3 groups of 4 Ss. Name them their favorites cities. Change the class arrangement in to group sitting. For example: Istanbul, Antalya, Izmir I give each group a paper and ask them to prepare a poster to promote their favorites city for a tourism festival in 5 min. Monitor them remotely.

Ss explain their posters to other groups and promote their favorite cities, using the TL. ICQ: Are you going to promote your city? Yes Ss mingle and look at other group posters and listen to other cities description. T monitors them remotely and note P or F errors. Later on T writes some of the error on WB and corrects them.

T writes the word 'Green Movement' on the WB and elicit the M. T shows the class 4 or 5 slides about destruction of natural features by Human Group students in 3 groups of 4 Ss and name them forest, ocean and mountain. Ask them to write 5 sentences about how the natural feature they are named after it, is destroyed by human beings activities. Why their natural feature is important for life and what is the solution to save it. later they mingle around and discuss their ideas. T monitors remotely.