Copy of Relatively famous, Possessive s
Elementary, A2 level


In this lesson, ss will learn about the possessive s and will practice their speaking skill to talk about their family members


Abc New English File Elementary Student's book pp 22-23
Abc Pictures of famous Egyptian celebrities
Abc Projector
Abc Hand-outs
Abc Whiteboard
Abc Music track
Abc Bluetooth speakers
Abc New English File Elementary Student's book pp 22-23
Abc New English File Elementary Student's book pp 22-23
Abc New English File Elementary Student's book pp 22-23

Main Aims

  • To provide practice of the possessive 's' in the context of describing family members.

Subsidiary Aims

  • To revise Wh questions in the present simple tense and jobs vocabulary.
  • To practise listening for specific information.


Warmer/Lead-in (3-5 minutes) • To generate interest in the context of target language.

Start with the pictures of some Egyptian celebrities and their relatives. Ask the students " who is he/she?"

Exposure (8-10 minutes) • To present the target language in a context

See if the students can match the relatives to the famous people. Check family vocabulary, especially ex-......

Language Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Demo the speaking activity Ex b. Drill the questions and answers. Then put the ss in pairs. Change the pairs and continue with question forms in Ex f. Write the forms on the board.

Controlled Practice (8-10 minutes) • To provide the ss with controlled practice of the target language to encourage accuracy.

Check family vocabulary- niece and nephew for example. Demo Ex 2b on page 23. Ss could do this as a mingling activity. Have them speak to at least 3 different people. Monitor and be ready to help if necessary. Some lively music could be good here. Feedback: Who has more than two brothers and sisters? Who doesn't have children? Etc.

Free Practice (8-10 minutes) • To provide students with free practice of the target language in a more authentic context and promote fluency.

Demo Ex 5 very carefully. Then put the students in pairs. Feedback / round-up.

Feedback (3-5 minutes) • (i) to show interest/ to wrap the activity up (ii) to highlight examples of good language/ to correct errors.

Error correction

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