Firstly I will ask students what kinds of scams they have heard of, and whether they know of anybody that has been a victim of a scam. From there, I will ask them what kind of scams they read about in the text provided in Negar’s part of the lesson. This will provide a contextual link in to Negar's lesson.

I will show the clarification powerpoint on the whiteboard, which has the following CCQs on (without answers). I shall also give them a print out of the slides off so they have something to write their answers on. Have Sentence #1 – He transferred the money. Sentence #2 – He had the money transferred. 1 – Who transferred the money in sentence #1? – He did. 2 – Who transferred the money in sentence #2? How do we know? – Someone else did, but we don’t know who. 3 – Did he ask for them to transfer the money? Yes. 4 – How does the form change in each one? - Subject + verb + object. – Sentence #1. - Subject + have + object + past participle. – Sentence #2. Get Sentence #1 – He had the money transferred. Sentence #2 – He got his friend to transfer the money. 1 – Who transferred the money in sentence #1? – Somebody, but we don’t know who. 2 – Who transferred the money in sentence #2? – His friend did, it tells us that his friend transferred the money for him. 3 – Did he ask for them to transfer it? – Yes, he most certainly did. 4 – How does the form change in each one? - Subject + had + object + past participle. – Sentence #1. - Subject + get + someone + to + verb + object. – Sentence #2. I will get the students to discuss in pairs the CCQs provided, with them writing the answers down if they wish to do so for better clarification. After 4/5 minutes, I will go through the slides, I will give them a minute or two to answer the questions in their pairs before eliciting the answers from them. When it comes to the 4th question in each sub-heading, I will hand out a marker pen so they can write the correct forms on the whiteboard, above the marker sentences.

I will provide the students with the controlled practice handout, asking them to work alone to complete the correct form for each of the questions. After three minutes, I will get them to check their answers in pairs for another minute or two, providing them with an opportunity to discuss their choices and reasons behind them. Once the pair checking time is up, I will use WCFB to establish the correct answers and reasons behind them, showing them on the whiteboard. 1 – They have the money to transfer / transferred to the other side of the world. 2 – He got the directors to agree / agreed to help. 3 – He had his photograph to take / taken. 4 – They had their arms to tattoo / tattooed. 5 – They got the would-be conmen to pay / paid. 6 – They had the emails to trace / traced. 7 – They got the government to introduce / introduced tougher laws.

With the semi-controlled and freer practice image being on the same paper, it will be folded in half, with the students being told only to look at the first half (the side with the actions on). Using CCQs and ICQs, I shall get them to choose 5 or 6 activities they could have done with their week using have and got as the key points (both good and bad things that may have happened, and the reactions to them). I shall get them to discuss in pairs the choices they have made and the reasons behind them (e.g. for getting their haircut, I will use the CCQ "when our hair get's long, do you cut it or does someone else cut it?"). After they have discussed the options between themselves, I will ask them to tell the class about what happened to them/what they did and why they did it, providing a whole class feedback setting for them to discuss as a whole group their weeks.

With the semi-controlled and freer practice image being on the same paper, the students will now unfold the paper. Using CCQs and ICQs (e.g. "can you look at your partner's map?" - No), I shall get them to tell their partner of the 5 or 6 activities they have done with their week using have and got as the key points, with their partner mapping their route. After they have discussed the options between themselves, depending on the time left of the lesson; I will either get them to swap partners and do the same exercise for their new partners or I will group them up into groups of 3/4 and get them to discuss who had the best and worst week. After the grouping stage, I shall elicit from the class who had the best or worst week.

Should the need arise, I will provide students with the if-time handout, asking them to work alone to fill in the blank spaces provided with either the to+infinitive or the -ed forms of the words in the brackets, which would aid in their comprehension of have and got. Following their task, they will be asked to check their answers in pairs and discuss the reasons behind their choices. Following this, I will use WCFB to elicit the answers from them, providing an opportunity for error correction and clarification of their choices.