Ball game- T gets the sts in a circle and throws the ball shouting out her name. Sts throw and catch the ball doing the same until everyone says their name. Then the round goes on with saying other sts` names and throwing the ball. T takes over and thanks them for their participation.

T shows 4 sets of pictures to the sts. T encourages them to predict where they could be from, by pointing to each one and asking 'England Spain?' etc. Gesture to show that Ss are going to listen to a recording, then write the numbers 1--4 on the board. Point to the four photos and demonstrate that you want Ss to write the letter A, B, C or D next to each number. Model the first one: Explain Ss should listen to the background noise to establish where the conversations are by using 'party' as an example: music, people laughing, glasses and plates being put down, etc. Play the recording and give Ss time to compare their answers before eliciting them. Answer key for FB.

Before playing the recording again, T spends a few minutes helping Ss to familiarise themselves with the names on the chart by projecting them on PPT. Read out the names of the countries and cities, so that Ss recognise them when they hear them on the recording. T demonstrates that Ss need to match the names, countries and cities by drawing arrows between them, as in the example. Play the recording, then give Ss time to compare answers. Repeat the audio if necessary. Then check the answers with the class.

T projects GD sheet on PPT and demonstrates `complete` by pointing to the first gap and eliciting from Ss that ore is missing, then write it in. T gives Ss a minute or two to complete the tables in pairs: you could encourage them to consult the audio script if they wish. FB- on WB.

Before playing the recording, T says I'm Carmen in two ways: I'm Carmen and I'm Carmen (exaggerate the stress to make sure that Ss hear the difference) and elicits that the first way sounds more natural because the stress in on the important information, i.e. the person's name. T demonstrates underlining the stressed word in the sentence, then plays the recording. Pair check-FB. Replay as necessary. T pauses the recording after each sentence and gesture for Ss to repeat in chorus. T also asks a few individual Ss to repeat, taking the opportunity to correct any problems with word stress. Here, focus on the I am vs. I`m.

T goes through the example in conversation 1 with the class. If necessary, T also completes the second gap with the class as another example. Ss can then complete the conversations individually. (If Ss ask about the meaning of meet, T demonstrates this by acting out meeting a student for the first time; if they ask about too, T says You're from Turkey... and you're from Turkey, too. Pair check- FB- on WB.

After CP, T tells Ss to turn over their HO and directs their attention to the board. T reads out the sentences and asks sts repeat after her. As they practice, T gradually erases words from the board.T erases one word per line each time they practice. Erase more words. Gradually Ss will be able to practice the conversation without support. T then asks Ss to practise this in pairs. T monitors and listens for examples of good language use and-or problems to deal with in feedback.

T repairs the ss and asks them to talk about their name, country and town city, T gives some preparation time and asks them to mingle and ask-answer questions to each other. T plays some music and monitors.

T writes down 3-4 errors sts have made during oral practice. Asks them to correct those in pairs and gives FB.

T folds the HO with the maps into two, Asks Sts to work in pairs and see how many of the countries they can name from the maps of capital cities. Then, T asks Ss to unfold and look at the country names in the box and match them with the maps. FB- T plays the recording for Ss to check their answers.

T demonstrates the word stress in Brazil- then underlines the stressed syllable in Brazil on the board. Before Ss listen, they should write out the countries in the order that appear on the recording, to make the underlining task manageable. Then, they listen and underline the stressed part of the word. T checks answers as WC- demonstrates stress with the use of elastics. T distributes elastics to Ss as well and asks them to practice it in pairs.

T shows flag of the countries they just studied and asks them to shout out the answers. They come randomly so this will help them retrieve the words and practice words stress freely. T deals with the errors at this stage if any.

T demonstrates that Ss should write the country and city in their notebooks and keep them secret. T monitors and helps with spelling and pronunciation as necessary. T starts by demonstrating the activity with the class: shows Ss that she has written the name of a country and city on a folded slip of paper, then prompts them to ask Where are you from? then Are you from ... ? until they guess the city. Put Ss into groups of 4-6 to take turns.

T writes down 3-4 errors sts have made during oral practice. Asks them to correct those in pairs and gives FB.