Teacher greets the class and sets the scene in order to lead the class to the target lesson

Teacher puts the class into pairs first. Then he provides some pictures for the students related to family and elicits for names of family member by drawing his family tree on the board eliciting names. Students say the names and teacher says the correct pronunciation form. T drills the words and writes them on the board. Further clarification on stress pastern would be necessary for the accuracy in pronunciation.

a. Teacher asks them to do the first exercise (family tree, check with their partners. Then teacher asks for feedback from the students. b. Teacher tells the Ss "I have a brother", then he chooses some of them and asks: "How many brothers do you have?" for elicitation. write a model conversation on the board and asks the students to work in pairs and ask the question using different names (sister, uncle, aunt, cousin, nephew, niece, etc. T asks students to mingle and ask the same questions from other Ss in the class. This activity continues for 10 to 15 minutes. c. 1 teacher pre-teaches some relative vocabularies in the text using pictures and elicitation then he drills the words on the board for part of speech and stress pattern. 2 Teacher tells the class that they are going to listen to a story about Shakespeare, listen and write T/F for the sentences in exercise 2 . check with their partners and class feedback. 3 Students are told that they listen to the audio again and match names to the diagrams of family tree in exercise 3.

Students draw a simple family tree on the board and talk about their family with a friend.