T will enter the class with the pic of Nick's family (f2f, SB starter, second edition, pg. 24) that they had in their previous lesson and ask the Ss: " Do you remember them?", and "Who are they?" the Ss will say: "Nick, Kevin, Anne and Fiona" and T will stick the pic on the top left side of the WB. T will show another pic (f2f, SB starter, second edition, pg. 25) and say that these are also Nick's family and ask Ss to guess who they are with their partners, for example: 'sister, brother', ... and stick the pic under the previous pic on the WB. Then Ss will say: "grandfather and grand mother".

T will have a pre-listening stage to teach the vocabulary and to prepare Ss for the listening and make it accessible. In this stage T will drill the words 'grandfather' and 'grandmother', then T will point to the pic of Kevin and Mary and elicit the words 'grandson' and 'granddaughter' and drill them. Then T will point to the pic of both Sid and Mary to elicit 'grandparents' and to the pic of both Kevin and Anne to elicit 'grandchildren' and drill all of them with Ss. Then T will provide Ss with less challenging gist listening. T will ask the Ss to listen and number the names in order. T will model how to answer by gestures, T will say: " ..........Sid... ohhhhhhh Sid number one, ............Kevin... ohhhhhhh Kein number two", ICQ: Write name? No, Write number? Yes. T will ask the Ss to share their answers together and check the answers with the WC. Then T will provide Ss with more challenging detailed questions T will show a handout to the Ss and ask them to listen again and answer the questions, and then give the handouts with more detailed questions to the Ss. T will ask the Ss to share their answers together. T will play the recording again if necessary. Then T will check the answers randomly. ICQ: Write/look? Write.

T will show her family's pic and ask the Ss: "What does it show?" the Ss will say: "family". T will stick the pic on the board. T will point to herself and try to elicit from the Ss by gestures to say this sentence: " I am Elham. This is my family." and write the model on the WB under the pic and then point to the pic again and try to elicit from the Ss by gestures to say these sentences: " He is my father. His name is Ali.", "She is my mother. Her name is Maryam.", "She is my sister. Her name is Sibel." and "He is my brother. His name is Taha." and write one example for 'she' and one for 'he' on the WB. Then T will show a pic of her pet and ask the Ss: "What is it?" the Ss will say: "dog" then T will encourage them to say the complete sentence by gestures and pointing to the previous models on the board: "It is my dog. Its name is Pony." Then T will show a pic of her house and point to the family pic and try to elicit this model from the Ss by gestures: "We are a family. This is our house." and write the model on the board. Then T will point to one of the Ss and say: "You are my friend. Your name is Meyla." and then point to all of the Ss and say: "You are my friends. Your class is nice." And finally T will point to the pic of Nick's family (F2F SB Starter, pg. 24) on the board and say: "They are a family. Their house is beautiful.", and write the models on the board. So at the end T will have these models on the WB and will highlight 'Possessive Adjectives' and 'Subjective Pronouns' with different colors. I am Elham. This is my family. She is my mother. Her name is Maryam. He is my father. His name is Ali. You are my friend. Your name is Meyla. You are my friends. Your class is nice. It is my dog. Its name is Pony. We are a family. This is our house. They are a family. Their house is beautiful. T will underline the 'Possessive Adjectives' with 'Nouns' and 'Subjective Pronouns' with 'Verbs' one by one with different colors on the WB and emphasize on them, for example: I am, my name - You are, Your name - ... T will say one or two of them and elicit the others from the Ss.

T will drill the forms individually and with the WC. And at the same time will point to the pictures and use gestures to clarify meaning. T will emphasize that we use 'I' with 'am', 'you' with are and... in the drilling by saying them separately and will also emphasize that we use 'Possessive Adjectives' with 'Nouns' by eliciting more examples from the Ss, for example: her book, his pen, my bag,.... T will highlight that we use 'you' for both singular and plural by pointing to one S and all of the Ss during the drilling. T will write 'I am a student' on the board and ask the Ss to repeat it. Then T will say 'she' and ask the Ss to say: "she is a student" and will do the variable substitution for all 'Subjective Pronouns'. T will do the same for 'Possessive Adjectives' and write 'My book is blue' on the board and then T will say: "her" and ask the Ss to say: " Her book is blue" and T will continue the drilling. CCQs: T will point to one of the girls and say: "he?" Ss will say: "No", then T will say: " We?" Ss will say: " No" and then T will say: "She?" and the Ss will say: "Yes" T will pick up one of the boy's pen in the class and say: " My pen?" Ss will say: "No", then T will ask: "Her pen?" and Ss will say: "No", then T will ask: "His pen?" and the Ss will say: "yes"

T will give the Ss a handout and ask them to choose the correct answer in 2 minutes. Then T will ask the Ss to share their answers together and T will check their answers randomly. ICQs: T will ask the Ss: "alone/with partners?" Ss will say: "alone" T will point to her watch and say: "Time?" Ss will say: " 2 Min"

T will give the Ss a blank sheet and ask them to write the names of four people in their family. T will write these three questions on the board: How old is she/he? She/He is... what's his/her job? She/He is... Is he/she married? Yes, he/she is. No, he/she isn't. Then T will have the same sheet for herself with these names: Ali, Maryam, Taha, Sibel and will call one of the Ss as a model to come to the board and will point to one of the names in his/her paper and say: "brother?, sister?" and then S will say for example: "brother" then T will encourage him/her to say the complete answer by pointing to the models on the board and gestures. Then S will say: "He is my brother", then T will ask her the questions on the WB. For example: How old is he? He is 32. What's his job? He is a student. ... Then T will ask the Ss to stand up, move around the class and ask and answer these questions from each other. T will monitor the Ss and correct their mistakes.