Writing: Yes, (s)he is + No, he (s)he isn't; to be able to point to and note different answers relatively. Quick random questions : Is he Turkish? Is she Egyptian? (Ticking the corresponding one) Chesting the hand-out (ex. 5a/ folded sheet) ''You have to tick the correct answer'' Do the example and tick the answer on the board ICQ: Are you doing this in teams? No, you're doing it alone. Distribution of the hand-out 30secs max to complete Very quick comparison in pairs (Monitoring: always speak in English) Quickly check answers with class by asking PGs

T asks ss to turn their hand-out (folded sheet) to ex.6 Chesting the correct side, T asks ss to answer ALONE by filling the gaps. (30 secs) T immediately writes: am, are, is, isn't + example for ex.6. Monitoring Using the same pairs as previous stage, T asks ss to compare with each other. T writes on WB: I'm Canadian + Am I Canadian? One below the other and crosses arrows to show inversion. T asks particular PGs to answer each question quickly and corrects errors if any.; writing the good answers as in the hand-out. T asks one st if (s)he is Turkish, and another if (s)he is Brazilian. If one of them only answers with a yes or no: correct; if not: move on. T erases ''you are'' in the example and replaces with ''you're'' and asks WC if this is also good. T then erases again and replaces with ''I'm'' and asks if this is good. T says: ''this is not correct for positive short answers'' showing the positive and negative sides of the example answers, and pointing to the ''I'm Canadian'' as correct also. T also crosses the ''I'm''. Then writes back original example. T then asks if ''you're not'' is OK compared to ''you aren't'' while writing it on top, and then checking each answers as good ones.

T: ''Repeat after me.'' ''Yes, you are'' X3 + ''No you aren't'' X3 pointing to the WB example. T asks 2 ss to say ''you are'' and 2 ss to say '' you aren't''. ''Yes, I am'' X3 + ''No, I'm not'' X3 pointing to the WB example. T asks 2 ss to say '' I am'' and 2 ss to say '' I'm not''. ''Yes, she is'' X3 + '' she isn't'' X3 pointing to the WB example. T asks 2 ss to say ''she is'' and 2 ss to say ''she isn't''.

Write the example, Chest the hand-out and very quickly explain, mostly by filling the gap. Distribute and specify that they must do it by themselves. Use the time to write the rest of the gapped sentences. Check with WC and write the correct answers Change up the pairing, possibly by moving a st the to other end. T quickly asks one st to: ''Are you a student?'', looking for him or her to answer: '' Yes, I am'' T asks ss to ask the questions to each other waving his finger between to members of a PG. Monitoring: make sure that they all understood, and make correct short answers.

Write on the WB ''Spanish?'', and ask ss: ''How do I change this into a full sentence?'' Write one or two of the answers proposed. Correct if needed and write the correct sentence: ''Is Roberto Spanish?'' after an arrow connecting to ''Spanish''. Quickly write: '' a musician? --> Is Yi Chen a musician?'' and say it is the same. Take and chest the hand-out. Explain that they must, ALONE, on the back of their sheet, do the same for each word followed by a ''?'' ICQ: ''Ask one student: what will you do? Alone?'' Distribute hand-out; alternating A and B in a PG. Monitoring: Verify understanding and help them with formulation if needed, taking the time to see each student (3-5mins) Chest hand-out again Explain to the ss that they will work in PGs (gesturing each PG), and that they will ask their questions to their partners. ''So, going back to Is Roberto Spanish?; ''the answer should be...?'' Ask a st B. (pointing to the area with the completed answers) ''No, he's Mexican'' (Writing as on the hand-out, over a line and under 'Spanish?'). Then ask a st A (pointing to the spot on the hand-out) ''Is Yi Chen a musician?''. Hoping for: ' No, she's a shop assistant' (Writing as on the hand-out, over a line and under 'a musician?'). ''Students A will ask the questions first'' ICQs: ''Students A raise your hands'' --> ''Students B raise your hands'' --> 'Students A raise your hands'' + ''Who will ask the questions first?'' Monitoring: Check that ss speak out the answers, and that they do not use Turkish. Also check that they understood by verifying that their answers are based on each others sheet. After 2-3mins, ss B ask the questions for 2-4mins Change pairs by swinging adjacent PGs. (maybe) ''Ask the questions and answer to each other'' (1-2mins) Ask, in turn, to the ss every question. Correct pronunciation if needed.

Ask each student their occupation. Write their names and spell their occupations next to it by asking them to the spelling aloud. Integrate pronunciation as a sub-stage, if still more time remains. If even more time remains ask ss what they do at work, and/or if they like their work asking them to formulate correctly/