Possessives

Students count from one to twenty first, then they count in tens from 10 - 100 around class. Briefly revise the numbers that reflect the age of students.
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Students work in groups of three and ask and answer the following questions: How old are you? He's ...; She's ...; We're ...; They're
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SB p 12 Check comprehension of key vocabulary and ask students to read about Lisa, pair the students if you think they will be familiar with most of the question words, otherwise do this activity as a class.
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What's her/ his surname?; What's her/ his name? What's her/ his phone number? What's her/ his address? What's her/ his job? Where's s/he from? How old is s/he? Is s/he married?

Students continue asking questions about Lisa and her brother working in closed pairs. Answers: 1 Is she a student? No, she isn't. Is she a teacher? No, she isn't. Is she a journalist? Yes, she is. ... 1. Is his name Peter? No, it isn't. Is his first name Rudi? Yes, it is. ... Make sure students understand that positive short answers can't be contracted to *Yes, she's. Point out that we cannot say *I amn't. Ask the students to read grammar reference at home ( SB p138)
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Who is he? Practice (SB p13) Possible problems This is the first information gap activity. Student A has different information from student B. They mustn't show each other the information! Students will have to spell proper nouns, so review the question How do you spell that? and sets of letters that students often confuse, e.g. a, e, i, o, u; m and n; c and k, etc. Divide students into pairs. Student B turns to page 150. You could do the first question yourself to give an example. Give the students enough time to complete the information exchange. Monitor and check for correct formation of questions and short answers.
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Talking about you Demonstrate this activity by asking students the example questions. Read the instructions as a class and get two or three pairs to model questions and answers. Ask four or five students to tell the rest of the class about one of the others, they could have problems shifting from 1st and second persons to third person, i.e. your to her, are to is e.t.c., but allow students to feedback without correcting every mistake. You can write corrections on the board later.
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Patrick's family SB (SB p14)
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Possible problems Students may have problems distinguishing the contracted s/he's/ it's and the marker for the possessive 's.

Focus attention on the vocabulary table. Use F and M symbols to show words are female- male pairs.. Students complete the table. Monitor and check for correct pronunciation of //daughter.//

Point to Patrick in the photo. Ask what his name is and ask students to read, listen and put names next to the right person. Focus attention on the use of //'s// and the use of //'s// as a contraction of //is//.

You could also revise the possessive 's and family relationships by referring to famous people and their relations, e.g. Janet Jackson - She's Michael Jackson's sister.

Practice (SB p15) You and your family Students ask you questions about your family. //What's your mother's name//? Focus attention on the family photos. Students write the names of some of their relatives on a piece of paper and the big photo of the family having lunch in the garden. Students exchange pieces of paper with partner and then ask and answer questions about each other's families.
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Vocabulary (SB p16) Opposites If online dictionaries are available students match adjectives to their opposites. Alternatively, get students in pairs or small groups to pool their knowledge.
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Answers big- small; old young; new old; lovely horrible; easy difficult; hot cold; expensive cheap; fast slow; Students write sentences about each picture. It's small. It's big. He's old. She's young. They're old. They're new ...

for further practice with these adjectives by giving names of countries cities, famous people, names of cars and eliciting answers, e.g. a Ferrari- //It's expensive/ it's fast.// Reading and listening (SB p16) An email from England
 * Suggestion **
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Possible problems Students read and listen to the email at the same time. They may be distracted by unknown and unimportant vocabulary. You may want to pre-teach the following vocabulary; or set them as homework prior to the lesson: funny, near, software designer, computer company, friendly, night club, sea, happy soon or encourage them not to worry about the unknown words. 1. Read the introduction as a class. Students read and listen to Danka's mail. 2. Students match photographs with parts of mail. 3 Students read and listen to the email again, and answer the questions as a class. 4 Answers 5 Students listen to Danka in three different situations T 2.7 6 Homework: Writing This is a free writing activity. Give students a list of ideas referring back to Danka's email, e.g. name of school, number of students, where the students are from, teacher's name, a short description of the teacher. Set the writing task for homework and mark it sympathetically.
 * Where are the other students from?
 * What's their teacher's name?
 * Who are James and Becky?
 * How old are James and Becky?
 * Is Brighton big?

Everyday English (SB p18) In a Cafe 1 Students listen to the prices. Get them to write the prices they hear. 2 Students read the menu and match the food with the pictures. Students ask and answer questions about the prices on the menu. //How much is ...?//
 * Step 11**

Students read through th e gapped conversations and try to predict possible answers. Students listen and fill in the gaps.