Nurfaldillah Nurfaldillah

Personal possessions: Grammar: 'has/have got' (Positive)/ 'hasn't/haven't got (Negative)
Elementary level

Description

In this lesson, students learn and get to practise using "have/has got" in the positive and negative to describe personal possessions. They will work in pairs to talk about what the characters in the handout has/have got. This is followed by a listening activity in which students work in pairs to discuss and further practise on the use of the target language.

Materials

Abc Ex 4: Gap-fill handout
Abc Ex 5, 6, 7, 8, 9 Gap-fill handout
Abc Personal Possession Handout

Main Aims

  • To introduce and give practice in "has/have got" in the positive and negative forms to describe personal possessions

Subsidiary Aims

  • To give opportunity for students to use vocabulary of personal possessions in listening and speaking exercise

Procedure

Lead-in (5-7 minutes) • To set lesson context and get students to recall lexis from the previous lesson

T will put some picture items about Sally & Bill from the previous lesson. Ss to discuss in pairs which items were Sally's or Bill's, or both. T-S feedback (T praises students who got the answers correct)

Introducing Target Language: 'has/have got' (Positive & Negative) (5-10 minutes) • To elicit from students and using their responses to write the TL

T asks 'Who's got a new mobile phone?" (Expected answer: Sally). T gets students to use the key word 'has got' and guides them to construct the sentences using TL. T does the same for Bill. After eliciting, T writes the form on the board "Sally's got a new mobile phone"/"She hasn't got a digital camera/"Bill's got a digital camera/ He hasn't got a new mobile phone. Elicit from students that for Sally, we use the pronoun 'she' and Bill "he". Elicit other pronouns from students. T uses different coloured marker to emphasise on the contractions in the negative use of TL. Get students to practise pronouncing and using TL together as WC. Positive: I/you/we/they ________ got (=have got) he/she/it _________ got (=has got) Negative: I/you/we/they _________ got (=have not got) he/she/it __________ got (=has not got)

Personal Possession (5-8 minutes) • To introduce the personal possessions vocabulary

T gives students a HO which contains words next to pictures that have been 'de-vowelled', e.g. c_mp_t_r Students work in pairs to complete the HO by filling in the vowels in the words. T gives the answer key for students to check with their partner after 2 minutes.

Controlled practice (5-10 minutes) • To give students practice in using the TL

T give Ss WkBk ex 4 (HOs are folded into half before the lesson) and asks students to work in groups to talk about what each person has got using the TL and referring to the chart in ex 4. T tells Ss to unfold the HO and work with a partner to fill in the gaps with the correct form of the TL. T does w/c FB.

Listening exercise on TL (5-10 minutes) • To provide students additional practice on the use of TL in a listening exercise

T reminds Ss about Sally and Bill from the previous lesson. T gives Ss ex 9 (fold the HO at the beginning) and gets Ss to look at the picture and asks where Bill and Sally are (an electrical shop). T elicits from Ss who the other man is and what he is doing (asking questions to find out what electrical products people have got. Ss look the the form and guess which item Bill and Sally has/have got by writing yes or no in the 'your guess' column. T plays the recording and allow time for Ss to complete the activity. T plays the recording again if necessary. Ss checks in pairs. T does a w/c FB to find out if they are surprised by anything.

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