I will ask the students to imagine they are moving to a new city. I will ask them what the most important thing that they would take with them is. I will draw a picture depicting their old house, their new house, and a movers van. They will need to come and write on the board what they would put in the van. I will start off. We will use this to link to the idea of possessions, and possibly relations if it comes up.

We will put the names of the four categories on the board and ask students what they mean. We will gain examples and add these to the board.We will say that these are things that we often want to know about when we meet new people. We will hand out the worksheet and ask the students to work in pairs to categorize the words that they know. We will ask them not to touch the words they don't know. Every couple of minutes we will pyramid the pairs until there are two main groups. We will ask the groups what words they still don't have. (If there are more than 3 or 4, we will move onto the optional vocab matching task, before continuing. Otherwise we will move onto the teaching stage).

This exercise will be used if the students are struggling to understand a lot of the vocabulary words. They will be given five minutes to match the vocab. Any that are still unknown at the end of that time will be elicited by me. We will CC in the following exercise. The sentences will be used to help with proper usage.

We will ask the students to add the vocabulary to the board (one per category) and we will check the understanding again at this point. Any vocabulary that is still unknown will be added, and explained. Once the vocabulary is up, we will do drilling working from the back to the full sentence using the form Subject + have + noun. In this section we will drill pronunciation including stress and phonemes. Drilling will be choral and individual.

In this stage our students are asked to write questions using the vocabulary that they have learned. They do this on the worksheet that they have been given, and the forms are modeled to provide scaffolding for our weaker students. They are asked to imagine they are meeting new people, and will ask them these questions to find out more about them. Students who finish quickly will be encouraged to practice the sounds, and possible answers.

The students are asked to mingle, imagining that they have just arrived in a new city, and are wanting to make some friends. They will do this by asking and answering the questions that they have written. In this stage the teacher is monitoring and noting problems for delayed correction.

In this stage any common errors are corrected from the front, preferably using examples of students who did the task correctly to model correct form and pronunciation. A final roundup explains that we use have to talk about the four categories we have seen, and now we know 18 more words that can help us to meet new people.