Teacher sticks a picture on the board,representing a fictional character, Liz, based on the course book. T asks questions to SS about the picture, eliciting sentences from SS. "Who is she?" "What is she doing?" "How old is she?" "What is her job?" T writes down students' sentences on the board.

T reveals the name of the character to SS, next, T asks SS to guess Liz's relation to other 5 people through 5 questions. Which person do you think is: 1- her friend? 2- her niece? 3- her favourite fictional 4- her brother 5- her favourite actor SS work in pairs, and each pair is given a card about Liz's relation to the people on the board. SS are asked to contemplate on their cards for a minute, then stick their cards under the pictures on the board. T elicits complete sentences from SS, writing the sentences under the pictures.

SS and T check the answers on the board as b 2.8 Class audio from the course book is played to the WC. T hands out a chart to SS, provided in the course book p. 20, and SS fill in the first column during the second listening of the class audio. During the third listening, SS fill in the second column. SS work individually for both tasks, checking their answers in groups afterwards. SS answers are written on the board by T. T checks the answers with the WC.

T asks students personalized questions, using the target language. "Who is your bestfriend?" "Do you have any siblings/children ? / How old is your son/daughter/brother/sister?" "Where is your favourite actor from?" SS work solo, answering each question through speaking. T asks SS about each others' answers to provide a grammatical variety.

SS are asked to walk around the classroom, asking each other questions about their relatives and favourite people. T writes a couple of words to help students come up with ideas. "grandmother" "husband" "daughter" "bestfriend" "singer" "actor" T is monitoring and encouraging SS to communicate accordingly to the target language, without too much interruption.