T reminds the Sts of the previous lesson and gives them 1-2 minutes to re-read the text from that lesson. T lets the students stand in a line and asks them 6 true/false questions about the text. Sts step forward if it's true and backward if it's false.

T writes 'I'm used to getting up at 5 a.m. everyday.' on the board and holds up a copy of HO 1 and points at exercise 1. In pairs, let the students answer the questions from exercise 1. T monitors and after 2 minutes gives WC feedback on the questions. T writes 'I'm slowly getting used to it.' on the board under the first sentence and lets Sts discuss the differences in meaning between in pairs. T monitors and conducts WC feedback on the answers. T explains the different meanings of 'used to' and underlines them on the board. T links it to the past tense 'used to' + verb the Sts learned in the demo class. T checks if Sts have understood with CCQs. The aims of the lesson are now outlined.

T instructs Sts to work on exercise 2 individually. After a few minutes, let Sts compare their answers in pairs. T conducts WC feedback and makes sure everyone has understood. If the Sts still seem unsure, write down extra example on the board. T instructs Sts to look at the terms in exercise 3 and makes sure they understand them. Sts are instructed to work on the exercise in pairs. T conducts WC feedback by checking the answers of each pair.

T writes down 'I ... all the customs yet - like it's rude to blow your nose in public.' on WB. Sts are instructed to discuss in pairs what the missing structure could be. T emphasizes that students should not shout out their answer as soon as they think they know, but wait until T elicits the meaning from WC. T holds up HO 2 and explains that the same procedure is to be followed in this exercise. T hands out the HO and instructs Sts to work individually. After a few minutes, T conducts WC feedback by giving individual students the chance to answer.

T instructs Sts to write 4 sentences using the grammar forms about their own experiences of life in Istanbul. After a few minutes, Sts compare their answers in pairs. T monitors and notes examples. During pair discussion, write examples on board. Explain the errors or strong points in the examples during WC feedback.

T holds up the survey HO and explains that there are 6 questions and space to write down the answers from 3 different classmates. T distributes HO 3. T demonstrates with one student by asking them one of the questions and writing their answer down. T tells students to stand up. T says: 'When I say "start," find a classmate who you would like to interview for your survey. When I say "change," find a new partner to talk to. When I say "stop," you go back to your original seats and sit down,' During the exercise, T monitors for correct use of TL and notes down possible mistakes. After sitting down, T asks several students to provide examples of correct TL use.

T asks: 1. What was the topic of today's lesson? 2. What grammar did we study in the class? 3. When do we use this grammar?