T will introduce herself, then remind Ss of the previous listening activities and ask them what they think it reminds them of and to elicit some of their ideas.

T will write sentences on the board in the "be" verb form leaving space where the verb "be" is supposed to be and have it on a colored cardboard paper that T has already cut out and prepared. T will solve the first one by sticking the paper to the whiteboard then she will give Ss the chance to answer the rest of the question by letting one come up and sticking the right answer onto the whiteboard.

T will give Ss the HO and give them to look at them as she explains the instructions. Ss will be told to read the two conversations in pairs and to try and answer the task demanded from them verbally by sharing it with their partners before listening to the conversations within a certain amount of time. T will monitor Ss throughout their task.

T will start the listening exercise after telling the students that they will listen and circle the correct from of verb "be". Ss will listen and circle the correct answer while T is monitoring their progress and level of understanding. T will play the two conversations only once. twice according to Ss performance in the time given.

T will give Ss a few minutes to check answers. T will monitor Ss and observe their answers then answers the questions with the class if required.

T will write the sentences from the coursebook on to a word document using a computer projected on whiteboard in front of Ss while highlighting the verb "be" in each sentences and clarifying the contractions used in the coursebook. T will ask Ss the reason for using each form. T will ask Ss to give examples and will write them down as well. to make sure they understand, T will ask them when to use the different forms of the verb "be".

T will provide multiple car plates, stick them to the whiteboard and ask Ss each plate belongs to which country. This is to help them be prepared for the next language exercise and to understand that each country has a different plate.

T will instruct Ss what to do when they are given the HO by slowly explaining what to put in the space and to show them an example by doing it with them. Then she will give them a few minutes to work in pairs and try to answer the questions while monitoring them and providing answers if needed.

T will give instructions on how to do the exercise. She will let a S choose a folded paper and she will pick one herself. she will ask S not to show the paper but to ask the question that I have to answer. Then ask the rest of the classroom to do them same. Ss will take turns to answer and ask the question. After some time, T will ask Ss to stand up and mingle while asking the questions to each other.

T will give instructions on how to do the exercise. She will let a S choose a folded paper and she will pick one herself. she will ask S not to show the paper but to ask the question that I have to answer. Then ask the rest of the classroom to do them same. Ss will take turns to answer and ask the question. After some time, T will ask Ss to stand up and mingle while asking the questions to each other.

T will write an affirmative and negative sentence on the whiteboard and a yes on no question. She will ask the Ss if they know what they are and when she will put a positive sign near the affirmative statement, a negative sin near the negative statement and a question sign near the yes or no question.

T will give the instructions on how to do the exercise in which the have to change the sentences according the symbole in the brackets. Then she will distribute HO to the Ss in which they have to work in pairs while she monitors and provide assistance if needed. in the end she will answer some of the questions if needed with the whole class.