Ege Tuna Ege Tuna

have/has got
beginner level

Description

In this lesson ss will be presented the use of the grammatical structure. After that students will formulate the TL through simple integrated GD. Then students will practice and produce the TL.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of "have/has got" in the context of family, belongings and daily life situations.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of family, belongings and daily life situations.

Procedure

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

T will give the first instruction then ask this question before showing the video titled "what's in my bag". "We will watch the video. What is in her bag?" T then will give the second instruction before pairing the students "Talk with your partner and discuss. What did you see in the video?" T monitors then gets FB from ss. T praises.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T shows her bag. Picks out the objects one by one and demonstrates what she has got in her bag. "I have got a pen in my bag, I have got some books in my bag....etc." Then T asks students to explain what they have got in their bags. T echoes what they say by changing the grammatical person "ie. S: I have got a pen in my bag- T: she has got a pen in her bag." T monitors and praises. (t will not focus on accuracy at this point because she will familiarize them with the TL use first.)

Highlighting (2-4 minutes) • To draw students' attention to the target language

t will write the personal pronouns on the board and elicit the use and the rule from the ss (+,-,?).

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

After eliciting the have/has got rule, T will focus on the meaning with CCQs. (Can we use have got to talk about possession (I've got a pen), illnesses (she's got cancer), relationships (he's got three brothers), characteristics (I've got a tattoo)? ) T will elicit example statements from the students and work on the pronunciation based on the statements they give about their families, illnesses etc. T will use the hand techniques to drill. t then hands out the formula sheet for them to keep. t asks them to read it and tell her if there are any words they are not familiar with ( budgie-mudguard) to make sure they look at the sheet. T elicits the words and praises.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T hands out the worksheet after giving the instructions. Ss work individually, check their answers and look at the answer key. T clarifies if there are any problems.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

t gives instructions for the same or different game. ss work in pairs. T monitors ss and records the errors. ss correct the mistakes on the board together. T praises

Free Practice (8-10 minutes) • To provide students with free practice of the target language

t demonstrates the true false game. T asks ss to write 3 sentences on the paper (2 true, 1 false). (I have got 3 dragons, I haven't got a house, I have 2 cats) ss mingle and try to guess the false statement. WC FB

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