T greets Ss and shows some pictures of flags to elicit the names of the countries and nationalities so as to make a link with the previous lesson.

T elicits some words that Ss are familiar with by using pictures. (currency, stamp, company, actress) T sticks the pictures on the board and write the correct words at the top of the pictures after eliciting. T checks understanding by asking concept check questions and drilling using pictures.

T briefly talks about the previous topic. T asks Ss work in pairs and do the general knowledge quiz which is a multiple choice activity in the students' book page: 10. T uses whole class check by listening the recording. (If it does not work, the script can be used instead) In the end, there might be a present for the pairs who get the highest point!

T makes a smooth transition between the previous topic and "using contractions" in the context of personal information. T pre-teaches the useful vocabulary which Ss are going to use in the text by giving examples and acting. (airport, holiday, married, single) T elicits the words.

T draws students' attention on the pictures given in the book and elicits some personal information about them by asking questions. (How old is she? What is his name? etc.) T gives clear&short instructions and demonstrates the activity. Ss are supposed to work in pairs to match the sentences with the correct pictures. In the end, answers are checked by listening the recording (if it does not work, the script can be used instead) T focuses on the pronunciation of contractions and uses drilling.

After setting the meaning, T asks Ss to focus on the spelling of contractions. There is a chart and Ss are supposed to fill the chart individually. Answers are checked as a whole class.

T gives hand outs including a text about someone's personal information. Ss are familiar with the words used in the text. T gives instructions and uses instruction check questions. Ss are supposed to fill in the blanks with the contractions. It is supposed to be an individual work so as to be ready for the group work activity. Answers are hidden under Ss' seats. When time is up, T lets Ss know about the answers in order to provide self correction by checking answers.

T gives clear instructions and uses instruction check questions. T demonstrates the activity. It is a group work activity. Each group consists of five members and there are four groups. (It might be changed according to the number of the students available in the class) T asks Ss to choose a colour they like. Each group has a colour. Ss are supposed to find the answers of the questions.(The sentences are written on a piece of paper ) They will match the correct answers with questions and put them in order. After that, Ss will fill in the blanks with the target structure. (e.g Q: Is Seval a student? A: No, she...isn't.......She....is.....a teacher.) When T raises the colour card, that group will give the answer. When Ss finish the task, they stick the sentences on their colourful group card. In the end, a student of each group will come to the board and stick their group card.There will be four big cards on the board. Ss will come to the board and check answers from peers' cards. T will stick the answer key on the board after Ss check from one another.