T: Greeting the class and show them a profile card for one of her family members. T: Sticking the card on the board and demonstrating that students must ask her questions to get to know who the person is. T: Pointing at the word "Name" and eliciting "What's his name?" by drawing _____ _____ ______? on the board. Ss: Asking the rest of questions. T: Writing the answers as she's getting the questions from the students. T: Asking the students to guess who the man in the picture is.

T: Asking students to look at the pictures of Elana and her family. T: Asking the following questions; * (Pointing at Elena's picture) What's her name? * (Pointing at Oscar's picture) What's his name? Is he Elana's father? * (Pointing at Alfredo's picture) What's his name? Who is Alfredo? * (Pointing at Maria's picture) What's her name? Who is Maria? Ss: Answering the questions T: Chesting HO 1 and pointing at the chart and demonstrates that students should listen and fill in the chart. Ss: Listening and filling the chart. Ss: Checking their answers in pairs T: Checking the answer with the WC as an open FB

T: Showing the students HO2 and drawing their attention to the table at the top of the HO. T: Eliciting the first answer. Ss: Working in pairs to complete the sentences. T: Playing track 4.7 to get the students check their answers.

T: Drawing a spider web on the board to show Elena's family by following these steps; * Drawing a circle in the middle of the WB and writing Elena in it. * Drawing three lines out of the circle that end with another circle that has a family word. * Each circle with a family word can have three lines out of it * These three lines represent basic personal information such as name, age and job. Ss: Asking questions about Elena's family using the spider web on the board. T: Eliciting whether we can add more information Ss: Adding information by forming more questions. Ss: Practicing questions and answers in pairs T: Monitoring and correcting mistakes as needed.

T: Reminding the students of the profile card they saw at the beginning of the class and drawing a web based on it. T: Asking the students to draw their own spider web and fill it in with their names in the middle with their family members out of it. S: drawing their spider webs and working in pairs to ask and answer question. T: Monitoring without interfering.

T: Giving the students instructions on how to do the activity by * Showing an example on myself T: Distributing family profile cards on the students and giving the questionnaire to the students to fill. T: Telling the students that the first one to get 9 out of 10 questions filled will be the winner. Ss: Starting the activity by asking questions based on the questionnaire they have and collecting answers T: Monitoring and providing feedback or error correction at the end of the class if needed.