From the previous lesson, T elicits a few sentences about relationships between people in the family tree on p 18 – e.g. Pam’s Nick’s wife...

T shows a modal sentence on the whiteboard and highlight the 's.

T highlights the target language using sentences in ex 5 and Ss focus on possessive ‘s – and T elicit what it means (e.g. his/ her, etc.). Students write the rule with their partners. T puts up 2 more sentences with contracted versions of is & has got – (see ex 5b) & elicit what apostrophe s means in each case. T gets Ss to work on ex 6 in pairs/small groups, monitors and helps where needed, then T does whole-class feedback (w/c FB). T uses ex 7 to model pronunciation.

For controlled practice, T uses the new family tree in the workbook page 11. T Starts by exercise 1 in which learners read the text and write the correct names on the family tree – this will serve as checking understanding as well. Ss check in pairs, then T shows them the answer key to do quick feedback.

Then T uses the picture and exercise 3 on page 12. T Gets Ss to check in pairs - & then check in plenary.

T asks ss to draw their own family trees, then ss swap their family trees and write a couple of sentences about the people (Mehmet is Burak’s father), they swap back and check the accuracy of the sentences.