The T shows a video clip of herself from different parts of the world. After the ss watch the video clip, the T shows each photo one by one via ppt and the ss guess where she is in each photo.

After clarifying the meaning of the words; married, single and posession, the T gives HOs for individual gap-filling to test the ss' prior knowledge. ,T asks two ICQs here, "Will you work alone or with your partner?, Will you write something?" This is followed by peer-correction for checkıng. Next, the T plays the track for a W/C feedback. In this stage T will monitor sss closely in order to fınd out which areas are in need of teaching.

The T tells the ss to look at the answer key of the test given prior to this stage and complete the formula chart of the verb to be in simple present. The T tells the ss to check the answers in their groups. The T monitors. Feedback is given as W/C.

The T gives personalized examples to remind and highlight the difference of the two usages. After drilling the examples, T regroups the ss by fruit names and gives each group C/Os in different colors. Ss run to the board and stick the sentence in the correct column. Feedback is given as W/C.

The T plays the track twice. When they finish, they check answers in pairs. W/C feedback is given. The teacher drills a couple of the sentences.

The teacher asks the age of a student and stands next to him/her according to age in order to model the task. The T asks the ss to mingle and find out each other's ages. The ss are supposed to order themselves according to age. Next, the ss sit down in the same order before the next task. This is both used for regrouping and asking/answering questions with the verb to be. Then, the T gives some prompts via ppt. The ss talk in pairs and make true sentences, The T asks an ICQ here, "Are we writing or speaking?". Then share the information with the W/C.