Have family tree drawn on right side of board ahead of class. Set class up in U-shape for the desks. Welcome the students. May try to make seating arrangements like one male one female or just differently to break pattern. Introduce the concept of family with a picture of the Simpsons, gauging their vocabulary knowledge a little.

Ask them to identify what is on the WB as a family tree. Give students Handout1 which has a family tree with names/titles missing. Also give them Handout2 with photos of my family album. Ask them to look over the photos and put the names in the slots they feel appropriate. Ask them to do this alone and then check as PW. Start them with the example of Serya and Esref by cuing it on the WB tree. Listen to CD 1.66 and go over pronunciations. Ask them to identify these words on the WB tree. Drill some before filling in words on WB. Ask students who the mother is etc...After first batch, discuss remaining words on WB tree slots.

We will listen to recording of words and repeat. I will demonstrate in writing on WB and pronouncing for them to have them get comfortable with the example words. We will voice the schwa together and listen to recording 1.67. I will write the 3 sentences in 1.68 on WB, pronounce them, ask a few to also pronounce and then ask them to identify where the schwa is. Then we will listen to the recording.

I will reintroduce family vocabulary using HO2 and the WB. The left side of the WB will contain a list of the words, like father, sister etc. jumbled up. Looking at their HOs, I will ask each student to name one member, showing the relation, writing: "Who is Serya?" "She is Serpil's daughter." on the WB. I will also review age and job by adding the information next to a few of the names and ask students to form questions and answers. We may have some students write answers on WB while classmates spell. We will drill the answers - both choral and solo. This will also help for the last activity.

Sts will get a chance to review by doing HO3 in PW. They will divide into two groups to answer A or B section questions and check as a group. When done, I will have team A and team B respectively ask the other team members a question from the part they answered to elicit the right answer and read sentences to each other. Team with most correct answers wins - if we have time to go through all answers.