Student will play the last letter game. First, players pick a category—Family. One player starts by a word related to family. The next player has to say a word related to family that starts with the last letter of the previous word. And that’s the game! Keep saying words related to family until they can’t name any more. Then the next player has to name a food that starts with M. And that’s the game! Keep naming food until you can’t name any more.

I am going to provide the students with a family story to read Work on your own to read the article below and the Help note. Underline the four examples of prepositional time clauses. You have 5 minutes. ICQs: 1- Are you going to work individually or in groups? - Individually 2- How many prepositional clauses should you underline? -4 3- How much time have you got? -5 minutes the text: An amazing romance Before starting college, my mother had never ridden a bicycle in her life. Soon after arriving on campus, however, she met a handsome guy who was the president of the college cycling club, and he invited her to join. So she immediately became a member and bought herself a bicycle. The next weekend, when she came to the first club meeting with her new bicycle, she was very surprised. She hadn't realized it was a racing club and that everyone had racing bikes. Her new bike was big and heavy, and it had a huge basket in front for shopping and books. She almost left after seeing all the other cyclists with their fancy bikes, but the club president persuaded her to stay. He rode with her — at the back. After realizing that she was new to biking, he spent the day helping her and picking her up every time she fell! To make a long story short, this guy ended up marrying my mother. He's my father, and he and my mother still love to go biking together.

I am going to let the students discuss vocabulary, expressions, etc. that are introduced through the reading. I am going to give them some questions to discuss in pairs. Work in pairs to discuss the following questions? You have got 5 minutes. ICQs: 1- Are you going to work in pairs or in groups? - in pairs 2- How much time have you got? -5 minutes the questions 1- What type is this text? - A story 2- How many paragraphs are in the story? What are they? -3 paragraphs, introduction, body and conclusion. 3- Is it written in the past, present or future tenses? - past tenses 4- What time words did the writer use? - After, before, when 5-What is the expression the writer used to mean in conclusion? - to make a long story short

I am going to ask the students some questions to brainstorm as many ideas as they can Discuss in pairs the questions below. Do you have any family stories to tell? Write notes about a family story you have. you have got 5 minutes. ICQs: 1- Are you going to work in pairs or in groups? - in pairs 2- Are you going to speak or write notes? - Write notes. 3- How much time have you got? -5 minutes The questions 1. What's your family's background or history? Does your family have an interesting story? 2. How did your parents meet? How about your grandparents? What stories do they tell? 3. Does anyone in your family have an interesting profession? How did he or she get into it? 4. Are there any "colorful" characters in your family? Do you have any anecdotes about them? 5. Are you close to one particular member of your family? How did you become close? Then I am going to ask them to the ideas in sentences and paragraphs. After that I am going to ask the students to read what they have written and make sure it says what they meant to say and they can add, remove and modify in the drafts, and also if there are any errors to be corrected.

I am going to ask the students to start writing Work on your own. Use your notes, and write a story about your family. Use at least three time clauses. You have got 10 minutes. ICQs: 1- Are you going to work individually or in groups? - Individually 2- How many prepositional clauses should you at lest use? - three 3- How much time have you got? - 10 minutes

First am going to let the students work in pairs and give feedback to each other. Then I will give them a final feedback about the content and the language. I am going to write the sentences with errors on the whiteboard and ask the students to find the errors and correct them.