-T greets the learners and welcome them to the class. - T introduces herself to the class . - T highlights that she doesn't speak Turkish and encourage the learners to speak in English. -T then gives example of possessive pronouns; 'T: whose mobile phone is this? raising up her phone to the class, eliciting 'my phone' , T: so my phone is? Ss: mine. -T: demonstrates with the book of one of the learners sitting in the front of the class; T: whose book is this? Ss: it is Merve's, T: so it is---book?, Ss: her book. T: so this book is hers. T holds up the Ho showing it to the class. focuses the Ss attention on the possessive pronouns; T: here you have possessive pronouns, you have to fill in the gap with them. demonstrate with the first one, T : look at the first example, the chef's hat belongs to me, so the chef's hat is..? Ss: mine. T distributes the HOs. set a time limit of 3 minutes to do the task. monitor and give help whenever needed. when Ss finish tell them to check in pairs (with the pair sitting beside them). check answers as a whole class

T asks Ss to brainstorm the family member words they know. T puts the Ss in pairs, and tells them to use dictionaries or internet to brainstorm the words in two minutes. when they finish, T writes down their answers on the white board, encouraging them to add more words. using the smart board, focus the learners on the picture of the family. elicit who are the grandparents, brothers, cousins,..etc. tell Ss that they have 3 minutes to read the article and fill in the gaps with the missing family words. monitor to make sure that they are on track. when they finish, ask them to check in pairs, then check as a whole class.

focus the learners on the pictures elicit what's the relationship between the people in each picture. direct the Ss' attention to the sentences, tell them to match three of these sentences to the three pictures. Ss do the exercise individually in 2 minutes, then when they finish tell them to listen and check their answers. make students guess again the relationship between the speakers in each conversation. students listen and do the task. check answers as a a whole class. give Ss time to read the questions and guess their answers to these questions. Ss then listen to check their answers. check answers with the whole class.

Check if the learners know what does 'permission' mean give example to highlight the meaning of it, e.g I need a pen, I come to Faruk and tell him, can I use your pen please? focus Ss on the box of functions and tell them to fill in the gaps with words from the listening. when Ss finish check their answers and highlight the use of 'can' in permission.

focus Ss on the picture elicit what they can see? what/s the relationship between the people in the picture? what do they think is happening. put Ss in pairs ask them to write a small conversation for the picture. give them 5 minutes to do so. nominate some learners to act out their conversations. on the board write 'can you buy me a new phone?' ' can I take your car?' ask Ss who do they think I make these requests to in my family 'father and brother' Ss then take time to do the same; write requests they make to their family members with out telling who are these family member. Ss work individually to do the task monitor and help Ss then take turns to tell each other their sentences and their partners guess the family members.