- T introduction to the Ss - T shows the Ss a photo of a family tree and elicits the topic (the names of the family which they- are already familiar with) of the lesson - - First i will introduce myself and meet the students. Then i will show the students the picture with the family tree on projector and ask them if they remember the previous lesson they done with Yasemin, get feedback from them and try to remind them for couple of minutes the Robinson family

-T introduces and highlight the target language (possessive ‘s and contracted ‘s) by writing a few examples on the board (…) and elicits (by using CCQs) the differences in the meaning and form of ‘s - T focuses on the pronunciation of ‘nephew’ -T will write on the board and use different colours to get students to understand. First T will tell them the meaning, possessive 's is used to show possession in the sentences. Show them the form on the board, ‘s , ‘ , And then give them examples. Examples: Max’s car’s new.( the s in red is possessive ‘s and s in blue is the contraction of “is” Lisa’s got her husband’s mobile phone with her ( the s in green is the contraction of has and the s in red is possessive. Max’s hair is short. Chris’s milk is fresh. The Robinsons’ house is over there. -Then T will ask students to repeat, the word possessive after me, and T will write it on the board /pəˈzɛsɪv/ and ask them to read it loud. And then ask them to repeat the word contraction after me and write it on board, /ˈkɒntrakt/ion/. And explain them the meaning of contraction. Meaning : Contraction shortens the words. It can also mean, the mix of two words together. - Once the T explain them the meaning and form of possessive's and contraction -T will give them one example and ask them questions as CCQ, and check their answer orally to see if they understood. Example2: Lisa is a doctor. CCQ 1: Is Kate’s sister Lisa a doctor?Yes, she is. Then T will ask Ss to make 1-2 sentences with the possessive 's. And if needed after the feedback, T will do more CCQs. Example2: Lisa’s son Chris. CCQ1:Is Chris Lisa’s son? Yes, he is. CCQ2:Is Lisa Chris’s mother?Yes, she is. Example3: How many children does Max have?2 CCQ1:Does Max’s 2 children? Yes, he is (the ‘s in this sentence contracts has) Example4: Anna and Max are married. CCQ1: Anna’s married to Max? Yes,she is. (the ‘s in this sentence contracts is)

- Its a similar activity to the coursebook exercise 11-12 on page 17 - T will give students the worksheet, with the examples on it, and explain them what they have to do ( write any name from their family members ) they will do this activity in pairs/small groups and read the names they written to their peers, then they will exchange their pieces of paper and then they will ask each other whose names are. After that, students will read out the names with the information they have got from their peers out to the class. Monitor and help if needed only.

-T will give the paper to students, explain what they have to do. -They need to read the sentences and check if they are true or false , if its true they will tick on the correct sentence if its false they need to change the words in bold in the correct order.(Exercise 5 from the SsBk). Students can peer-check in small groups/pairs. Monitor check if students are on task. -T will give them couple of minutes. Once the time is up T will ask them to answer orally so they can practise on their speaking a little bit. -Then T will ask 1 or 2 students to come on board and write the answers on the board. And check the answers with all the class.

-Ss will look again at the previous exercise and complete the rule. They will work in pairs/small groups

-Ss will write the sentences in the correct order, And read them orally for the class. ( Exercise 7-8 from the SsBk) Instead of listening students will read the sentences to practise their speaking skill. Monitor-help if needed.

-Ss will look at the photos A-C and try to name the people on the pictures, with their partner. For this stage students will be in small groups/pairs

-Ss will look again at the photos A-C and try to put them in the correct order. They will do this with the same partner from the previous task, in pair/small groups.

-Ss will look at their last exercise and they will take in circle the answer they believe it's true , meanwhile they will discuss it with their peer/s. If time they will listen to Kate's conversation. If not they will just enjoy doing this exercise as a group and practise on their reading/speaking skills.