Oksana Oksana

Have: lexical and grammatical meaning. Personality
C1 level

Description

In this lesson students revise the meaning and use of the verb have as a main and auxiliary verb as well as learn some most common idioms with have. Students also learn/revise adjectives and useful expressions to describe personality in the context of family relationships and traits.

Materials

Abc Grammar Unit 1A
Abc Grammar Bank 1A
Grammar01 a01?cc=ua&sellanguage=uk?size=16&default=html Grammar practice
13223?size=16&default=html Vocabulary game
Abc PPT presentation
Abc Vocabulary Unit 1A
Abc Vocabulary Bank 1A

Main Aims

  • To provide review of the verb have in its lexical and grammatical uses in the context of describing and discussing family relationships.
  • To provide practice of adjectives and expressions to describe personality in the context of speaking about family members' characters.

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion of questions with the verb have in the context of family relationships

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

How did you spend your weekend? Did you have a chance to spend it with your family? Students describe their weekend one by one as they join the lesson. Do you have any questions about your homework? Have you read any news about the people you admire? Students ask questions about the mistakes in their homework. In groups, students share and comment on the news they have read before the lesson.

Grammar Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

PPT: Students complete the gaps in the sentences with one or two words. FB: elicit ideas OC, elicit lexical meaning of have for each possible sentence, elicit whether have is a main or auxiliary verb in each sentence. Grammar Unit 1A: Students do ex 3a in pairs. FB: elicit ideas from individual students, no error correction at this point.

Grammar Teach #1 (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Grammar Bank 1A (p. 142): Students read the first 2 block of rules individually and decide wehther the statements they see on the screen are true or false. FB: elicit answers and explanations OC, clarify specific points.

Grammar Test #2 (12-19 minutes) • Check students' use of the target language again and compare with the first test

Grammar Unit 1A: Elicit correct answers to ex 3a and compare to the initial ones

Grammar Controlled practice #1 (15-20 minutes) • To provide controlled practice of the target language

Grammar Bank 1A (p. 142): Students do ex a-b individually, then compare with a partner. FB: elicit answers from individual students. Grammar Practice: Students read the text quickly for gist. FB: elicit answers OC.

Grammar Teach #2 (3-5 minutes) • To clarify the meaning and use of the target language in idioms

Grammar Bank 1A (p. 162): Students read the example sentences. In pairs, they try to find the equivalents in their own language for the idioms with have. FB: elicit ideas OC

Grammar Controlled practice #2 (3-4 minutes) • To provide controlled practice of the target language

Students do ex c individually. FB: elicit ideas OC

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

Grammar Unit 1A: Students discuss the questions in ex 3c in pairs. FB: What similarities/differences did you find with your partner?

Vocabulary Test #1 (4-5 minutes) • To gauge students' knowledge of the target lexical area

What positive adjectives could you use to describe the personalities of your family members? And negative ones? FB: students send their ideas in Zoom chat. Ex 4A Check the meaning of the words in the box. Students do the task individually, then compare with a partner. FB: Did you have mostly similar or different ideas?

Vocabulary Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage, to teach new lexical items

Students do ex a-c on p. 162 individually, then compare with a partner, listen and check. FB: clarify the meaning of any problematic words, elicit word patterns for the phrases in ex 2.

Vocabulary Test #2 (7-9 minutes) • To check that the students have enriched their vocabulary copmared to test 1

Students play the game in 2 teams. FB: monitor and elicit/clarify any items which might still be problematic.

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