New lesson plan: lost property, has and have got, negative and positive.

mohamed

lost property, has and have got, negative and positive. - Elementary level level

lost property, has and have got, negative and positive.
Elementary level level

Description

in this lesson SS will be able to use has and have got in the context of lost property at the hotel. practicing controlled activities and freer activities.

Materials

Student’s Book – U2A – p 16, 17 ex 5 ,7 and 8. Workbook – U2A – p 10– ex 3

Student’s Book – U2A – p 16, 17 ex 5 ,7 and 8. Workbook – U2A – p 10– ex 3

Main Aims

To provide practice of has got and have got (positive and negative) in the context of important things in my life.

Subsidiary Aims

To provide fluency
Get Ss in pairs to talk about what each person has got using the TL & referring to the chart.

Procedure (39-51 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Before the lesson find some pictures of the vocabulary items in SB ex 7. Let ss ask each other about these items. Have you got….?

Exposure (8-10 minutes) • using the inductive way to deduce the the rule from the the passages they have read.

Ask ss to look at the text and find all the examples of have and has got. Put some items from the reading about Alan & Mary from the previous lesson on the w/b. Get Ss to remember if they belong to one of them or both.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

Elicit all forms – positive ; negative ; drill, focusing on the contractions. Get Ss to do ex 5 b – analyze some sentences on the w/b, elicit the form.

Controlled Practice (8-10 minutes) • To provide an opportunity to practice target language

Controlled Practice: Ex.7 demo the task. Ss check in pairs/small groups.: Ex.7 demo the task. Ss check in pairs/small groups.

Free Practice: (6-8 minutes) • To allow students to produce what they have learnt

Give Ss WB ex 3. Elicit a couple of sentences to describe what the people in the pictures have got. Get Ss in pairs to talk about what each person has got using the TL & referring to the chart.

Language Practice (4-5 minutes) • To provide students with practice of the target language

SS will do the quizizz game

Feedback and error correction (2-3 minutes) (2-3 minutes) • Providing feedback to students

Feedback and error correction (2-3 minutes) • I will correct their errors if I hear or notice anything wrong.