Ss sitting at desks. T chests family tree HO, elicits "family" topic from Ss. T distributes family tree HO. T writes example of family relationship on WB (e.g. Bill is Pat's Husband). T asks Ss for more examples. T writes examples on WB. FB: T corrects any mistakes in examples written on WB.

T writes ex5 #1 on WB, asks class if it is true or false. T asks for correct sentence, writing correction on WB. T chests ex5 HO, telling students to do the same with these sentences as was just done on the WB. Ss are to work on their own. T distributes HO. Ss complete ex5 while T writes the sentences on WB. FB: Sentence by sentence, T asks if sentence is correct. If so, T puts check. If false, T asks class for correct answer and writes it on WB. T erases all sentences but #6, elicits from Ss what the 's means. T uses incorrect examples (e.g. Bill is Pat is husband) to emphasize point. T writes examples of 's meaning is and has got from ex 6 on WB: "Kate's her sister." "She's got a brother." Elicits meanings of 's, again using incorrect examples for emphasis.

T writes ex4 #1 on WB, asks students where to put 's. T chests ex4 HO, emphasizing to fold it in half, and only do 4a. ICQ: Do we do 4b? (No). T distributes HO. Ss complete HO on own. T writes 4a sentences on board, then walks around to monitor activity. FB: T asks Ss to come to WB to put in 's, asking class if it is correct between each sentence. If incorrect, T asks class why. T writes "is, has, possessive" on WB above sentences. T uses #1 on board as example, elicits meaning of 's. Chests ex4, asks students to complete ex4b on own. Ss complete ex4b on their own. T monitors. FB: T asks Ss to come to write is, has, or possessive. Asks class if it is correct. If incorrect, T writes out incorrect contraction to demonstrate why.

T chests ex9 pictures. T sets context from ex9a: "Kate wants to show her new boyfriend, Tim, some photos". T instructs Ss to get in pairs and make guesses about family relationships in the photos, writing them down. T writes "I think this is Kate's brother Max" on board as example. ICQ: "I think this (points to picture of baby) is Kate's father?" (No). T distributes ex9 pictures. T monitors as students guess. T instructs Ss to listen to recording for 9b, and see if their guesses were correct. T uses example on board as example, gesturing to listen, then check (with checkmark or x). T asks for comprehension of instructions. T plays recording 2.9 while students listen. T plays recording a second time. T instructs Ss to peer check. FB: T chests pictures. Points to each, in turn, and asks Ss for the correct relationships. T writes ex9c #1 on board, asks Ss to remember what they heard, and choose which word is correct. T chests ex9c. T instructs students to complete 9c on their own from what they remember. T distributes 9c. T then instructs Ss to listen again and finish 9c. T plays recording again while they check. T asks if students need to hear recording again, and plays it if necessary. FB: T reads each sentence aloud, asking class to answer as a whole.

T writes 5 names on WB and elicits questions from Ss that one might ask about those names (e.g. "Who is Dorothy?" "How old is Peter?"). T writes some question examples on the board. T tells Ss to make list of 5 people in their families. T instructs Ss to get into pairs and give their partner their list, then ask questions such as those on the WB. Ss speak in pairs while T monitors for use of TL. (Exercise comes from face2face students' book, page 17, exercise 11. Material/HO not used). FB: T asks Ss what they learned about their partners. FB (if time): T writes incorrect uses of TL from exercise on WB, and asks students to correct them.

As suggested in the face2face teachers' book, T will use extra time to expand on and clarify certain points about the use of 's. T draws small family tree on WB. T asks "Who is Dorothy?". Responses "Dorothy is Mike's mother" and "Dorothy is Liz's mother" are both correct. T writes both sentences on WB. T then writes "Dorothy is Liz and Mike mother" on board and asks Ss where 's should be. T explains that for multiple possessives, 's is only put on the second word. T asks CCQ's using same family tree.