On the WB I draw a star-like diagram. Divide the classroom in 4 groups. Then I ask students to imagine that they are having a birthday party this weekend and ask them WHO they would invite to the party. I ask students to write their answers the WB empty slots. I then group the answers into categories - Family, Friends, Colleagues, Acquaintances. and together with students try to group words for each category, using different colours for different categories.

Students receive a copy of the Unit 1.1. of the course book and focus on example 1.a I will group the students in 4 groups and ask them to look at the photos and try to guess who the people are. I give them 1 minute to guess. Then together with the class I discuss the possible answers for the questions. I do not reveal any answers, instead I play the CD audio file 1.7, from which they are instructed to find the answers to the exercise questions. I pause after each conversation so that they can check if they understood and their answers. I repeat each audio conversation twice. Finally we through the answers together, each group answering one question.

I write the words "wife" and "brother" on the WB and I say them out loud to show what the syllables are. I explain that words can have 1 or 2 syllables. Then we look at the box in the previous example 1a and I ask students to tell me which words have 1 syllable and which have 2 syllables. To depict their answers,on the WB, I draw 2 columns *("1 Syllable" and "2 Syllables") and I ask one student from each group to come up to the WB and write the words in their respective columns. Then I will ply CD audio file 1.8.

To introduce the term I will hold up my book and slowly in clear English pronunciation say "This is my book" and stress the word "My" so as to refer to something that I have/own. Then I turn to a student, perhaps ask her name if I do not already know it, and with pointing to his/her book I clearly say "This is X's book". Then I ask the students to look at the grammar box and try to recall the first exercise and answer the questions. Finally we go through the answers as a class together.

Write on the WB the form of posessives and clearly explain the singular and plural forms and how we use them with examples. I ask questions to see whether they understood my explanation. Keep the writing on the board and distribute the handouts to the students. I focus the students first on the Singular practice section. Sts work in pairs to discuss and answer the questions for 2 minutes. Then I write each question on the board and ask students to answer and write the answer in RED colour on the WB clearly. Now I focus the students on the Plural practice section. Sts work in pairs to discuss and answer the questions for 2 minutes. Then I write each question on the board and ask students to answer and write the answer in GREEN colour on the WB clearly.