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Draw your family tree on the board, showing two generations.

Review family vocabulary with the class, e.g. mother, father, son,daughter, sister, brother.

Point to two people on the board and describe their relationship,e.g. Elizabeth is Peters daughter. Peter has a daughter, Elizabeth.en point to two other people on the board and encouragestudents to make similar sentences. Repeat the drill several times.Students should practise sentences with have/has, as well assentences with the possessive s.

Students are going to work in pairs to complete sentences about

the Adams family, which they will then use to complete theAdams family tree.

Divide students into pairs. Give Student A worksheet A, andStudent B worksheet B. Tell students not to show each other theirworksheets. Ask students to read the sentences silently and circlethe correct verb: isor are, haveor has.

Students then take it in turns to read the completed sentenceson their worksheets and complete the missing information. eyshould also make sure that they have both circled the correctverbs. When they have finished, they should compare worksheets.

Give each pair a copy of worksheet C. Explain that they aregoing to complete the names in the Adams family tree, using the

information from the sentences.When all pairs are ready, compare answers as a class.

Put students into new pairs. Ask each students to write five

sentences about his/her family, e.g. I have a sister, Suzanne.Suzannes husband is Paul. Students take turns reading thesentences to their partner, who uses the information to draw afamily tree.en students compare drawings and sentences.

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Jack Elizabeth

Steve KevinMaria Julia Susan Will

Anna Marcus Kate Tom

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