- Introduce self - Know students and get comfortable - Ask questions on what topic they have learned on previous lessons emphasizing on possessive nouns

- To form two groups of red and blue team. - To analyze the activity and explain on what to do - To pair students in each team and ask to fill- in the family tree - Ask ICQ's to avoid confusion - Give them time to answer and analyze the question - Monitor each pair to make sure they know what to do

- Direct students to analyze the family grid that they only have filled up half of the family tree. - Elicit vocabulary and ask questions matching it to the family grid, e.g. Who's Molly's sister? Who's Pam's mother - Illustrate on WB to differentiate contracted and possessive nouns with the use of apostrophe s. - Ask students to formulate questions targeting their integrated skills

- Regroup students by pair of blue and red team. - Clear instruction to fill up the remaining grid by asking questions and trying not to look at each other's work. - Ask ICQ's - Give students time to analyze the family tree through asking concept questions with their partner and correctly filling up the missing family name. - Monitor their progress by giving support on each team

- Give out the answers by: a. Ask comprehensive questions with the use of have/has got? e.g. Have Bob and Sally got three children? Has Pam got children? b. Differentiate possessive and contracted noun/pronoun.e.g Steve’s got two sons, Peter, and Billy? Is that correct? - Explain using WB - Ask students to give an example

- Regroup the students by two's or three's. - Give out activity paper - Explain the activity by formulating one question of possessive noun and "has/have got" in a sentence. - Ask ICQ's - Monitor on their progress

- Ask students to share their answers - Give feedback - Focus on their integrated skills: reading, speaking and listening