1. Teacher warms up the students and groups them in a way that there are 4 groups of equal numbers and different age group & preferably balanced strength. INSTRUCTION: "You will sit with different people" and T tells which student sits next to which. To make this stage faster and in order to avoid further confusion, T can ask their names if necessary and write the groups on the board. 2. Then T asks 1 person from each group about his/her family member: Ex: Have you got a sister / brother?? Ex: Have you got a cousin? -- If the answer is yes, the teacher asks: What is her / his name? -- Getting the answer, teacher writes the student’s name and the relative’s name together inside a heart shape by the sides of the board. Teacher tells ss to try to remember the connection between these people: INSTRUCTION: "Please remember (gesture needed) who is ...? Uğur's sister? brother? (The names on the WB will be referred to on the follow-up stage.) 3. To make a smooth transition, T asks: «Do you want to know about my family?» (gesture needed) INSTRUCTION: "As me about my family!" (to the WC) -- Students ask: «Have you got a brother?» etc…. T answers the question such as: a) Yes, I have got a brother. His name is Alper.

1. Teacher shows WC her picture with her family member (brother) via Powerpoint, and asks one student (nominates a strong s as a demonstration): «Who is Alper?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD 1: Alper is ____ _____________ (this part is blank first) ON BOARD 2: Alper is Aylin _ _________ (this part is blank) ON BOARD 3: Alper is Aylin’s ____________ (blank) ON BOARD 4: Alper is Aylin’s brother! (only let the students say that) 2. T shows her pictures with her family member (mother) via Powerpoint, and asks: «Who is Zühre?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Zühre is ____ _____________ (this part is blank first) ON BOARD: Zühre is Aylin _ _________ (this part is blank) ON BOARD: Zühre is Aylin’s ____________ (blank) ON BOARD: Zühre is Aylin’s mother! 3. Teacher shows her pictures with her family member (aunt) via Powerpoint, and asks: «Who is Zülfiye?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Zülfiye is ____ _____________ (this part is blank first) ON BOARD: Zülfiye is Aylin _ _________ (this part is blank) ON BOARD: Zülfiye is Aylin’s ____________ (blank) ON BOARD: Zülfiye is Aylin’s aunt! 4. Teacher shows her pictures with her family member (grandmother) via Powerpoint, and asks: «Who is Nazire?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Nazire is ____ _____________ (this part is blank first) ON BOARD: Nazire is Aylin _ _________ (this part is blank) ON BOARD: Nazire is Aylin’s ____________ (blank) ON BOARD: Nazire is Aylin’s grandmother! 5. Teacher shows her picture with her family member (niece) via Powerpoint and asks: «Who is Alya?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Alya is ____ _____________ (this part is blank first) ON BOARD: Alya is Aylin_ _________ (this part is blank) ON BOARD: Alya is Aylin’s ____________ (blank) ON BOARD: Alya is Aylin’s niece! *** Transition: At this round, SS will make sentences with Aylin's connection to the same family members. INSTRUCTION: "Now make sentences with Aylin is...". Demo: T says For example: "Aylin is (ımm) sister" / "Aylin is ımm's sister". (gesture needed) 1. Teacher shows her picture with her family member (brother) via Powerpoint and asks: «Who is Aylin?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Aylin is ____ _____________ (this part is blank first) ON BOARD: Aylin is Alper_ _________ (this part is blank) ON BOARD: Aylin is Alper’s ____________ (blank) ON BOARD: Aylin is Alper’s sister! 2. 7. Teacher shows her picture with her family member (mother) via Powerpoint and asks: «Who is Aylin?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Aylin is ____ _____________ (this part is blank first) ON BOARD: Aylin is Zühre_ _________ (this part is blank) ON BOARD: Aylin is Zühre’s ____________ (blank) ON BOARD: Aylin is Zühre’s daughter! 3. Teacher shows her Picture with her family member (aunt) via Powerpoint and asks: «Who is Aylin?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Aylin is ____ _____________ (this part is blank first) ON BOARD: Aylin is Zülfiye_ _________ (this part is blank) ON BOARD: Aylin is Zülfiye’s ____________ (blank) ON BOARD: Aylin is Zülfiye’s niece! 4. Teacher shows her picture with with her family member (niece)) via Powerpoint and asks: «Who is Aylin?» T elicits the answer, and to get Ss reach the answer stage by stage, ppt is used: ON BOARD: Aylin is ____ _____________ (this part is blank first) ON BOARD: Aylin is Alya__ _________ (this part is blank) ON BOARD: Aylin is Alya’s ____________ (blank) ON BOARD: Aylin is Alya’s aunt!

TRANSITION: Do you like my niece, Alya? Hmm... T asks one s: "Have you got a niece?" If yes; "What is his name?" T asks another s: "Have you got a nephew?" If yes; "What is his name?" T shows SS pictures of girls and boys asks them is they are niece or nephew. At this point, any pronunciation error can be corrected. T says loudly to the WC: "Niece" T asks SS to listen first, stop for a while and think of the pronunciation (hear with the mind). Afterwards, T nominates one S from each group to say it out loud. This is repeated until at least one s from each group says the words out loud. T says loudly to the WC: "Nephew" T asks SS to listen first, stop for a while and think of the pronunciation (hear with the mind). Afterwards, T nominates one S from each group to say it out loud. This is repeated until at least one s from each group says the words out loud.

TRANSITION: You know about my family now! Let's meet another family! T: "Today we meet Molly and Steve's Family. (Molly and Steve on WB) Instruction: “You will work in groups: Group Blue and Group Yellow.” (T groups the ss accordingly and gives blue smiley faces to one, yellow smiley faces to another.) Instruction: T: Blue Group: Now, you will walk on the corridor (gesture needed), and find papers in blue. Use the blue papers. On blue papers, look at the sentences! (Example: ımm is ımm’s brother). Fill in the family tree with your group! T: Yellow Group: Now, you will walk on the corridor (gesture needed), and find papers in yellow. Use the yellow papers. On yellow papers, look at the sentences! (Example: ımm is ımm’s mother). Fill in the family tree with your group! (Music can be used here: The Addams Family Theme Song) S-S Interaction Phase: T: Do you see that your family tree is not ready? (T shows the missing sections on each group’s tree by her hand) INSTRUCTION: “Now, Blue Group will ask Yellow Group about the people on their family tree and Yellow Group will ask Blue Group about the people on their family tree. DO NOT SHOW your papers to the other group! (gesture needed) Demo: How can you ask about my family tree? Eliciting: “Who is… who is ımm’s brother? … Who is Aylin’s brother? Demo: Blue Group: Who is Steve’s brother? – A s is nominated to answer this question. Demo: Yellow Group: Who is Peter’s brother? – A s is nominated to answer this question. A member from each group asks questions to the other member of the group until the trees are complete. T monitors them without interfering. “Please compare your family trees (gesture needed)