P1: Pupils may face some problems in getting the meaning of some blocking words S1: Introducing the meaning of the most blocking words in the text . P2 : Pupils may face problems in using have to and has to in sentences S1: Asking them to answer some examples .

Show students some photos of people in the past life when life was different without using the internet .Then ask pupils to work in pairs to fill some sentences about life in the past without the internet using the present simple form of some guided list of verbs in worksheets.

Using some real technological devices to discuss using the internet in our lives ,Then individually students think about how they use the internet through ticking the things they sometimes /everyday do .Then compare their ideas in small groups .

**Meaning :- Clarifying the meaning of the the blocked words using some pictures , gestures and using them in context . And define which parts of speech they are . **Eliciting :- Pupils answer some questions using the target language in their answers, for example : * Who are the people who live near to you? {neighbours} * What do you do to think about something that isn't real ? { I imagine } **CCQ: - Asking pupils some checking context questions{close, open and referential } to check their understanding of the target language , For example : * Can people contact with each others without the internet ? {Yes,they can } * Do you have a lot of neighbours ? {Yes , I have } **Pronunciation : Playing the CD for students to repeat them many times focusing on the stressed syllables in the target words . **Form : Show the pupils the form of the new words to identify them . {contact{V}-imagine{V}-neighbours{N}-the news{N}-whole } ** Practice : Asking pupils to answer some controlled practice activities to check their understanding to the target language _Asking pupils to fill in the missing words in the sentences on board

.Asking pupils individually to read part one in the text to identify the main topic of the text which is about how is life could be without the intent.Then ask them to answer in pairs more detailed questions in the scanning step to get more specific informations.

Meaning :- Clarify the meaning of the verb " to have got " using realia , explaining that I have got a new mobile in my bag., Then asking them to choose some pictures of some technological devices , asking them to describe what they have got and eliciting their answers "I have got a laptop ./I have got a printer ....etc. CCQ:- Who has got a new mobile in his bag ? {The teacher } -Have I got an new mobile ?{Yes} -Do you have got a camera at home ? {No} Pronunciation :-1) Playing the recording for the students to listen for the main stress in the sentence which is on the word "camera", the last important word . {I've got a digital camera .} 2)-Asking them to do the same with the other three sentences in their PBP.33.EX E. Form :- Show students three fingers,Pointing to the first "I/she " , the second " have/has " and the third " got " to elicit the sentence " I/She have/has got" .Then closing the gap between "I " and " have" fingers to show that they are contracted "I've" . Finally using gestures to show how to swap around the first finger to get the question form " Have I got....? " *Asking pupils to underline the sentences that have " have got or has got " in the reading text in their PB.P32. Then write them down . * Asking them to look at the sentences they wrote down from the reading text . Then notice and determine which pronoun takes has got or have got through ticking the right pronoun in the chock list worksheet in pairs.

controlled: fill in the missing parts in the sentences individually to practice using have got/ has got or haven't got /hasn't got using the guided characters and pictures .Then checking their answers in pairs , then as a whole class. 2*-Asking pupils to read the sentences of have got/hasgot semi-controlled: 1- Asking pupils to watch a video about Mr /Tom's office" I Have Got " and take notes individually while listening , Then asking pupils to work in pairs to write sentences using has got to describe what he has got in his office . 2- *Asking pupils to work in small groups interviewing all the members of the group to complete an informative check list about their lives .Then asking pupils some detailed questions about the information they collected about others. Ex:Who has got a computer ? Freer : Asking them to

Pupils play " circle game " to practice using "have got and has got" .Pupils stand in a circle , every one choose a card from the playing cards , then read what is written describing the guided picture " I have a red laptop , who has a blue laptop?"--"I have a blue laptop ,Who has a black laptop "........etc.

Asking pupils to complete the missing parts in the sentences using have got , has got , haven't got or hasn't got using some guided pictures in the worksheets