Rebekah Blackburn Rebekah Blackburn

Have/Has got (Positive and negative, personal possessions)
Elementary level

Description

In this lesson we will review a little bit from the previous lesson (personal possessions). We will go over how to say and practice the sentences. After some more practicing speaking activities I will give hand outs to them with de-voweled words and pictures. After that I will give them another hand out and have them do some group work out of their seats. The final activity we will do together will be with another hand out, and I will have them each guess what the people have and do not have in the exercise. They will do this before we listen to the recording. We listen and then check our answers in pairs.

Materials

Ethh6kw5qug4dixo0pvh ex 8 vocab for personal possessions Hand out Exercise "8" vocab possessions
Abc Hand out Exercise 4
Abc Exercise 9 Hand out

Main Aims

  • That the students know how to correctly and confidently use have/has got in regular conversation, as well as write it, recognize it, and understand when people use them in every day life.

Subsidiary Aims

  • Through speaking and doing different activities where they will practice asking and answering each other, answering questions, writing, listening, and observing.

Procedure

REVIEW (1-2 minutes) • REVIEW PREVIOUS LESSON

Write on board the different personal possessions of Sally and Bill that were listed in the "Reading, Listening and Grammar" section (St. Bk page 14, diff Ex. 4).

Ex. 5 Sentences, first part of Big Activity, with pairs asking each other using TL (2-3 minutes) • To get students to practice speaking and asking each other using TL

First I will students in pairs share with each other 5 things each that they have, asking each other and answering. First I will do a demo, example with someone before starting.

2nd part of Big activity, working together as a class learning new TL, practicing (4-6 minutes) • to practice new TL, pronouncing it together, learning how to ask and answer different things

After pairs are finished, we will discuss as a class, I will ask different students to share their conversations. Ask what the other person told them. See if they say it right, I will write TL on board as they say it, either correcting them or not. I will introduce new TL during this time too, asking THEM, what have THEY got, asking her, him, you, I, we, etc. They will repeat, answer, repeat. Focus on pronunciation. I will also introduce negative, I have not got, You have not got, by asking them different questions. REPEAT, PRACTICE.

3rd part of BIG ACTIVITY, groups of 3, out of seats and PRACTICE! (3 minutes) • to really get accustomed to the new TL, and to practice asking and answering each other

I will assign people into groups of 3 (clearly I hope!) Have them practice asking and answering using the TL that is written on the WB, they should ask as many people, asking a different question each time. **DO EXAMPLE FIRST** What have you got? ---- I have got ______. What has he/she got? --- He/she (has)'s got ____. (EXPLAIN He's/she's) (and it) What have they got? They have (they've) got ______. What have you guys got? We have (We've) got ____. and do negative as well: I have not got (I haven't got). You have not (haven't) got. She/he hasn't got. They haven't got.We haven't got.

NEXT ACTIVITY--Back to seats, hand out Ex. 8--ıntroducıng vocab! (3 minutes) • to practıce TL agaın, speakıng and askıng, answerıng

Back to seats- hand out exç 8. Show example fırst wıth paper. EXPLAIN TO DO IN PAIRS. DO EXAMPLE ON WB FIRST. HAVE EARLY FINISHER COME AND WRITE ON WB--WHEN EVERYONE IS FINISHED GO OVER AND CHECK.

GIVE next HO, Ex. 4, folded wıth chart. (3 minutes) • to practıce TL agaın, speakıng and askıng, answerıng

Fırst ask class: WHat has Fıona got? What has Robert got? ETC , DO DEMO FIRST WITH THESE quetsıons (have them to thıs out of seats wıth everyone)) EXplaın the dıfferent ways of sayıng these words

UNFOLD CHART EX. 4 (3 minutes) • practıce wrıtıng too as well as speakıng

Back to seats--now wıth theır partners -*--UNFOLD CHARTS and fıll out gaps correctly wıth TL. SHOW EXAMPLE AT FIRST WITH EXERCISE. make sure they are speakıng and wrıtıng!

Lısten and go over whıle they are fıllıng out the exercıse--then go over ın class--ask each number from each paır-say together and repeat (3 minutes) • checkıng and repeatıng

LISTEN TO THEM WHILE, THEN GO OVER WITH CLASS by each paır sharıng theır answers

NOW before handıng out Ex 9 HO--explaın and show- do these before lıstenıng--GUESS what each person has and has not got. (3 minutes) • practıce TL!!!

Explaın to students to get ınto dıfferent paırs (opposıte sıdes). Explaın that they have to guess before lıstenıng, Do example on WB and hold ıt to show them. I am guessıng that,,,, DO THESE IN YOUR NEW PAIRS BEFORE WE LISTEN

Now we wıll lısten to the recordıng and then check ıf we were correct or not. (3-6 minutes) • lısten and then checkıng

lısten together and see ıf we were rıght-- check after wards wıth class. show them your paper as an example. Ask each paır to share-- has Sally got a computer? No--yes she or he has not.

FLEX tıme --eıther revıew ıf extra tıme-- (5 minutes)
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