Elicit from Ss who Britta is and what they learnt about her family.

• Project on WB Steve and Molly's family tree. • Elicit from Ss what it is. Ask questions like: What is it? Is it my family tree? Is it your family tree? Whose family tree is it? Is it Molly and Steve's family tree? Are Molly and Steve brother and sister? Are they friends? Are they work colleagues? Who are they? Are they husband and wife? • In this way go through the whole family tree eliciting the relationships of the people on it. • At the same time, drill the questions you are asking and the answers they are coming up with in chorus and individually by nominating different people. • As you come up with a new word, write it on WB, mark the stress, drill it. • Point at cousins and elicit from Ss how they are related, e.g. Are they brothers and sisters? Who are they? Are they cousins? • Point at brothers and sisters and elicit from Ss how they are related, e.g. Are they cousins too?

1. Divide the class into two groups - A and B. Ask ICQs to check understanding. 2. Within the groups, put Ss in pairs. 3. Give group A Worksheet A, and group B worksheet B. 4. Ss work in pairs to complete the tree (Monitor Ss to provide help, to feed in language when necessary) 5. Pairs check with other pairs from the same group. FB: Give Ss the answer keys.

1. Get Ss to notice they have only half of the tree complete. 2. Take back Worksheets A & B 3. Elicit and drill some useful questions, e.g. Who's Molly's father? Who is Steve's brother? 4. Regroup Ss into pairs A & B. Ss ask and answer questions to complete the the rest of the tree (• Monitor & make sure they are using TL, not just saying 'Who's number 2?' • Take notes of any errors with TL)

1. Ask a few questions to check answers. 2. Do some DEC

1. Ss work in pairs and take it in turns to make up sentences about the family. 2. The other S has to decide if the sentence is true or false.