The context of the topic will be introduced through the game, which aim will be eliciting the word "have". The game consist in writing four fields and asking students to guess the word, not the letter; as the students are making guesses, letters that match will be signed with the two symbols: if the position of the letter, comparing it to the secret word, is correct, it will be marked with 'y', and if the letter exists in the secret word but its position is false, it will be marked with 'm'. If the guess is wrong, guessed word will be marked with 'x'. The students will keep guessing until they discover the word 'have'. Having in mind that the word has vowels 'a' and 'e', this game should not take longer than 2-4 minutes.

The lesson starts with a skim-listening of a short conversation (1a) that shall “open the door” to the TL of the lesson. In case that students do not identify the meaning, the conversation will be repeated. Taking individual FB and switching to the next one. 1b is about different forms of 'have', which shall definitely provide more TL. Based on their previous knowledge, students should identify answers. Half a minute for peer-check and then the FB.

An exercise and the pattern that are to be identified by the students are opening the 'puzzle' of causative have. The sts will be asked to try to answer 2a based on the conversation from 1a. The meaning will be explained in a rather simple way, so that students can pick up the idea of Causative 'Have' easily. Causative have/get refers to actions which are done 'for' the subject, rather than 'by' the subject. In that sense, have/get are used instead of passive verbs to show that the subject causes the action to be done, which is why they are being referred to as 'pseudo-passive' (Cambridge Grammar of English). The form will be introduced in a simple manner and will be made clearly visible at the WB. "We make causatives with: Subject + have/get + noun + past participle" A couple of examples will be drilled, based on some basic information (Omer's computer did not work last month, he could not fix it, etc) or eliciting some pieces of information: Omer + had + his computer + repaired last month. Deniz + had + her house + decorated. CCQ1 – Did Omer fix the computer by himself? (No) Who fixed the car? (IT expert or sth) Did Emir ask for this repair (Yes) CCQ2 – Did Deniz decorate the house by herself? (No) Who decorated it? (Decorating company or sth) Did Emir ask for this decoration (Yes) PW for 2b-c, in order to prepare questions and ask a partner with causative have.

Learners will be introduced with detailed instructions for this exercise. They will be divided into groups of three to five. They will be told that they are going to work together to invent a story which they will then retell to their classmates, so they should make notes on what happens. After key information is shared, ICQ will be done. Once the students confirm that they understood the instruction, the Introduction slip will be handed over. Each group collaborates to decide on a central character; should they need any help with the character, they will be told to use a "ready-made" character; for example, from a movie, book, TV programme or traditional story they like. Once they decide on the character, the story slips should be handed over. Each group will be instructed to take 4-5 of the story slips. What the students should focus on is to answer the questions on the slips and try to organize the events into a story. At this stage students should have an outline. Once the students decide on the first set of slips, they will take another four or five, which will help them to finish or add events to the story they already have. Remind students of making notes to help them remember their story. The ss will be monitored during this last stage and assisted in case they are having trouble ending their story after 10 minutes or so. Each group practises retelling the story. Monitor to ensure that learners have notes of the outline of their story. Remix the groups (so learners have a new group talk to). Learners tell their original group's stories to their new group, referring to their notes as needed.