The teacher greets the ss and asks how they are. Later she gives a matching worksheet about colors (see Appendix 1). The ss do it individually and then they check theri answers with their partner. After that the T gives WC FB.

The T asks ss to listen to the recording 1.85 two times and write O(Olga), B(Ben) or D(Donna) next to colors according to the color they like. The ss check the answers with their partner and the T let them listen one more time if they need. After that the T gives WC FB. After that she writes on the board : I ______ brown and asks ss to listen to Ben and complete the sentence. Later she writes Ben _______ brown and asks ss to complete the sentence. Then she asks whether Ben is a woman or man. After that she asks whether Ben is she or he. Then she writes "He ________ brown" and want ss to complete the sentence. After that she starts showing some colors one by one (see Appendix 2). First she shows blue and say "I like blue" and signs a boy and leads sts to say "he ilkes blue" and signs a girl and again lead them to say "she likes blue". after that she changes the color repeats the procedure.

She writes I like brown and he likes brown on the board and circle the verb and she asks why. She asks why this is like but this is likes by showing the verbs. She elicits the answer from the ss.

She asks whether the sentences are positive or negative and then by elicitng, she writes I + verb, s/he + verb+s. Then she focuses on pronunciation of the sentence by dividing the sentence into chunks (brown, like brown, I like brown, he likes brown) and asks ss to repeat after her and puts the stress on brown.

The T writes on the board: I __________ brown and grey asks ss to listen to Olga and complete the sentence. Later she writes Olga _________ brown and grey and asks ss to complete the sentence. Then she asks whether Olga is a woman or man. After that she asks whether Olga is she or he. Then she writes "She __________ brown and grey" and want ss to complete the sentence. After that she starts showing some colors one by one (see Appendix 2). First she shows blue and say "I don't like blue" and signs a boy and leads sts to say "he doesn't like blue" and signs a girl and again lead them to say "she doesn't like blue". after that she changes the color repeats the procedure.

She writes I don't like brown and he doesn't like brown on the board and circle the auxilary and verb and she asks why. She asks why this is don't like but this is doesn't like by showing the verbs. She elicits the answer from the ss.

She asks whether the sentences are positive or negative and then by elicitng, she writes I + don't + verb, s/he + doesn't + verb. Then she focuses on pronunciation of the sentence by dividing the sentence into chunks (brown, like brown, don't like brown, I don't like brown, he doesn' like brown) and asks ss to repeat after her and puts the stress on brown.

The T asks sts to do the exercise 2b on p. 41 (English Unlimited Beginner sts' book) individually and check their answers with their partner. After that the T gives WC FB. Later she asks them to listen to Olga and Ben again write T/F for the statements in exercise 2c on p. 41 (English Unlimited Beginner sts' book) and change the sentence if it is F. check their answers with their partner. After that the T gives WC FB.

The T asks sts to work in pairs and tell their partner what coor they wear (ex.3a on p. 41). After that the T asks them to work in groups and tell the group members about their partner.