Teacher draws a line and write two groups: family relationships and othe relationships. The teacher regroups them and ss put the cut-ups into the right category. Give them a chance to figure out which is which and then get 1 ss from each group to come to the board and stick the words under the right column. The teacher does a quick error correction. T asks question b and gives them a couple of minutes and then gets them to come to the board and add the new words. Check the meaning of nephew, niece, sister in law. CCQ: " My sister's son is my..........?"

The teacher asks sts to make a list of all the roles you play in life. The teacher demonstrates the activity then sts write their roles down. One or two sts share their roles with the class.

In pairs sts discuss and compare their roles with their partners as in the language provided for them. The teacher demonstrates the activity and encourages sts to use the language provided in the example. For example: " I like being a mother." " Me too, but I don't like being a boss."

Focus sts on the picture and establish what the event is (a wedding). Demonstrate the activity with a student and tell them to pick one person from the picture and describe him/her to his/her partner using the language you provided with them. ICQ: "Is your partner going to guess the name you picked?" "Are you going to say his/her name to your partner?" Sts stand up and ask one another and try to guess the names. "This person is wearing a long white dress. She looks hapy!" "Who is she?" For ex 3b, Sts work in pairs, look at the picture again and guess the names of the people 1-6. Do not check their answers yet. "Jake's twin brother ......"

Tell sts to find Dom and Charlie in the picture. They are going to listen to these two men talking about the wedding to check their answers to ex 3b. Give the AK.

Pre-teach "haircut". CCQ: "If you have a haircut will you have shorter or longer hair?" Give sts some time to read the text. Play the recording again. Sts listen, fill in the gaps and check with their partners. They listen and check again if needed.

Remind the sts that they heard two people in last section discussing where photos might have been taken. The ss are going to look at three sentences taken from the listening script. They are going to look at the exlplanations about the modals of deduction and complete the sentences with "must" and "can't". In order to check for understanding, draw a cline and have sts map the model verbs.

Ask sts to look at the descripitons of countries in the table. Tell them that the name of the countries are missing. The sts are going to name the countries to reach a decision by thinking carefully about the known facts in the table.Tell them that there are four extra countries in the box. First they work individually then discuss their answers with a partner.