In this stage, T shows Ss using power point a picture of Brad Pitt's family. T asks students about the members of the family using the key question 'Who is he / she? 'Who are they?'. T could help Ss in remembering the family words. T writes family words on the board to set them as a model for the Ss. T asks individually first, then ask the whole class to repeat the answers.

T shows on board using the power point 4 sentences about the subject pronouns and how to change them into possessive adjectives, the subject pronouns are already written to guide the students to produce the possessive adjectives. T could try the first sentence with the WC and see if they are familiar with the rule, he could give them the chance to try the other 3 sentences by themselves and let them check their answers in pairs then with the WC.

T uses the previous power point to explain to the Ss that the subject pronouns comes before a verb and that the possessive adjectives comes before a noun. T has to make sure that Ss know what's a noun and what's a verb?

T explains to Ss that they will be given a sheet in which they have to read each sentence clearly and then, they have to fill in the gaps using a suitable possessive adjective for each sentence. T could answer the first sentence with the WC as a model then let them work in pairs to answer the rest of the sentences. T monitor Ss provide guidance to those who need help. Make sure they are not using L1. T checks their answer with WC after 3 minutes.

In this stage, T uses it as FB stage, T just introduces a picture of a family from the course book to the Ss and says his instruction and make sure Ss know how to answer it. Ss have to read the paragraph and underline the correct possessive adjectives. T monitor students and let them work individually and check the answers with WC.

T introduces a family tree on the board, ask Ss to fill the gaps as a kind of FB, T writes Ss answers in the gaps . T distributes a blank sheet of paper to Ss asking them to draw a family tree either their about their own family or a famous person they know. T gives time to fill the tree and then asks Ss to work in pairs and ask and answers questions about their tree. T leaves the the family tree on the board as a model for the students. Ss ask questions such as; Who is he? Who is she? Who are they?. T could make a model with a strong Learner then let them practice in pairs.