Show the flashcards of famous people (Javier Bardem, Zaz, Gabriel Garcia Marquez, Kate Winslet, Norah Jones, Putin, Roberto Carlos, Nur Yerlitaş), stick them around the class and ask questions about Kemal Sunal as an example; Who is this?/What's his name? Where is he from? (Turkey) Is it a country? What is his nationality? (Turkish) Then show country flashcards, choose Turkey's flashcard and match picture with the picture. Stick the country flashcards as well. Put the Ss into 4 groups; Apple, Banana, Orange, Lemon. Ask them to stand up and match pictures with the countries. Finally elicit the answers from each group.

Stick the job vocabulary on the WB (facedown). Introduce the lexical set of jobs with the help of flashcards (Pics are taken from SsBk, Pg.16). Elicit the job vocabulary by drilling the words using different styles such as WC, groups, solo and/or backchain. - a teacher (WC drill) - He's a teacher (backchain drill) After eliciting them, stick the pictures on the WB. Choose one of the vocabularies from the board, show it to Ss, match it with the right picture, stick it next to it and make a sentence "She's an actress". Nominate the Ss to do the rest (they may nominate a friend themselves ).

Write the question "What's your job?" on the WB and next to it, write the answer "I'm a teacher." Nominate a student and ask "What's your job?" and elicit the answer. Ask another student "What's his/her job?" and elicit the answer. Write the question on the board and ask the student to come and write the answer on the WB. (This can be practised with different Ss)

Before listening, write "a friend", "married", "single" and "beautiful" on the WB. Drill the words with the class (WC, group and/or solo drill). (Use a wedding ring to clarify the meaning of married and single). First, stick the picture of Amy and Ben, and then, reflect the picture of four people - Claire, Steve, Daniela and Karl- on the WB. Tell that these people are Amy and Ben's friends. Put the Ss into four groups; Apples, Bananas, Lemons and Oranges. Make them sit together, listen to the audio and match the names with the pictures (In groups, Ss are expected to write the names under the pictures). Afterwards, hand out the material. After listening, reflect the answer key on the WB, collect each group's handout and give each handout to a different group to be checked. Ss may use True/False statements here.

(While-listening) Ss individually listen to text again. Hand out the exercise (complete the table) and play the recording. They are supposed to listen and complete the table. (Post-listening) After listening, put the Ss into pairs. Distribute the script of the listening and ask them to check their answers in pairs.

Write "Wh- Questions" on the WB and give an example "Where are you from?". Ask CCQs to check MF; Is it a question? Is it a yes/no question? Does it ask about a person or place? (What is the verb be here? What is the verb?) Highlight the word order: Where are you from? (Question (verb be) (Subject) word) (So Wh- Questions: Question word + am/is/are + S -person or thing- Where: to ask about a place and What: to ask about a person) Show contractions with "Where's" and "What's". After the example, hand out the fill in the gaps material to the Ss and ask them to work in pairs. Post the answer key on the board or on the wall and Ss check.

(If time left) Reflect the table from SsBk (Pg.16, Exercise 2-c) on the WB. Do a quick grouping to pair Ss up and encourage them to ask questions to each other and then they change roles. Each St asks three questions and the other will answer them. T models it first. T: What is his name? S: His name is Karl. T: Where is he from? S: He is from Germany. T: What is his job? S: He is a doctor. Ss asks questions to their pairs. T monitors them, writes two errors on the WB, and wants them to correct the mistakes.