Teacher introduces himself/herself. Remind students of the context of the listening they did in the last lesson (Listening 1.17-1.18, pg 13). Say - You listen 2 conversations with my colleague Laura. - Where was the conversation #1? (at the hotel reception) *show students a picture of a hotel reception (A4 print) - How many persons were speaking? (2) - Who are they? (a woman and the receptionist) - Where was the conversation #2? (at the hospital admissions desk) *show students a picture of a hospital admission desk (A4 print) - Is there any problem? (yes) - What is the problem? (the man's wife is having a baby)

Before the lesson starts, adapt the grammar box (p.13) as a handout so that the students can think about the rules themselves. Students are seated in 4 groups of 6 since the last lesson (Laura's TP1) *If students are not seated already in groups of 6, get them grab a weather symbol from the box (before the lesson cut out weather symbols such as: 6 sunny, 6 windy, 6 cloudy and 6 rainy) Say these sentences and gesture the possessive adjectives - This is my pen -This is your pen -This is their desk Deliver the handouts #1 (1 handout per each table) Show them one handout and ask: - What can you see? (some pictures, some sentences and some missing words) - Fill in the missing words. When all handouts are delivered say: - You have 3 minutes to finish the task While students are doing their task, write the handout #1 sentences on the whiteboard keeping the gapes .................. name’s Steinbeck My What’s .................. telephone number? your Here’s .................. key their Close the activity (duck quack/turn off the light signal) Say: - Let's check your answers. - Who knows what's the right answer for the first sentence? - Well done! Circle my, your, their and ask the students: - What part of speech are these words? - Are they verbs? Are they nouns? - Are they adjectives? - yes - What kind of adjectives? - possessive adjectives - Why do we call them like this? Because they show possession (try ti gesture my, yours, etc.) (Verbs-words that show actions, nouns-words that show things, adjectives-words that show how things are) Write the headline "Possessive Adjectives" at the top of he whiteboard Direct the students's attention to word order in the sentences. - Let's look at the words in the sentences Underline the words: name, telephone, key -What are these words? Are they verbs? Are they adjectives? - They are nouns Point to the circled words (my, your, their) and ask: - What are these words? - Possessive adjectives - Where are they placed? - Before a noun Get the students figure out that we use "your" both for singular and plural Write on the whiteboard: What's your favorite food? and circle "your" Ask this question pointing at 1 person. Ask this question again pointing at the whole class. - What did you notice? -Is "your" used for singular? (point at 1 person) -Is "your" used for plural? (point at the whole class) - We use "your" for both singular and plural

Regroup the students (4 groups of 6) by using the weather symbols grabbed at random from the box mentioned in the lead-in activity. If this selecting criteria was used, then get the students lined up in alphabetical order. -My name starts with M - Marina. - Whose name starts with A? Please come here and line up -Whose name starts with B? Please come here and line up. -What's the next letter in the alphabet? Please all of you line up in alphabetical order - 3 students at the begin of the alphabet merge with 3 students at the end of the alphabet and so on. Deliver the hard copy of p.13 (Global Elementary coursebook). Draw students attention to ex 1 and read the instructions "Rewrite the sentences so they mean the same" Write the example on the whiteboard I'm Lucy. My name's Lucy. -Is there any difference in meaning between these sentences? -No, it isn't. They both mean the same. They are equivalent sentences in meaning. - Now, please, do the same with the rest of the sentences. - Work in your group. -You have 3 minutes to complete the task Close the activity -Let's check your answers. - What's the equivalent sentence in meaning for "You're Keyi"? - The equivalent sentence in meaning is "Your name's Keyi"

Draw students attention to picture "a" (Language school) p.13 -What can you see in this picture? - A language school - Imagine it is your first day at a language school. -Who might you talk to on your first day? -Who do you think is the person you meet first? - It is the receptionist Draw the students attention to exercise 2 p. 13 -We have a dialog between a student and a receptionist at a language school. -Underline the correct option. Is it "I'm" or "my"? -Which one is correct "I'm Seregei Andropov" or "My Seregei Andropov" -Work in your group -You have 2 minutes to complete Close the activity -Listen to the CD player (2 1.19) and check your answers

Deliver the hard copy of exercise #6 p.137 -Work in groups -Decide if these sentences are correct or incorrect. Write on the whiteboard "Is this your book?" and ask -Is this sentence correct? - yes, it is correct Draw the "correct" symbol Write on the whiteboard "I name is Sarah" and ask -Is this sentence correct? - No, it isn't correct Draw the "incorrect" symbol (x) -How can we correct it? write on the whiteboard "My name is Sarah" - What do we have to do? - Decide if these sentences are correct or incorrect. -What do we have to do after? - To correct the mistakes - How do we work? Individually? You have 3 minutes to complete the task Close the activity. -Please check your answers using this answer key (hand out the answer key)

Regroup the students (A with B) Get students to grab at random "A" or "B" (print 12 letters A and 12 Letters B) -Grab a letter. - If you are an "A" find a "B" partner - If you are a "B", find an "A" partner When all students are seated deliver the Speaking handout. -What do we have to do? Read the instructions pointing at the worksheet. -Work in pairs. -Ask each other questions to find out your partner’s... -What do we have to find out? - Name, address etc -Who ask the question? - "A" -Who answers the question? - "B" -How do we work? - In pairs, "A" with "B" - You have 3 minutes to complete the task Collect some mistakes while monitoring and do delayed error correction on the board after the task Close the activity Write the errors on the board if any discovered while monitoring. -Let's check the answers together. -How do you find out your partner's name? -Chose one A and one B student to check their answer. -