Farzaneh Kamali Farzaneh Kamali

have got/has got lesson
A1 level


In this lesson, the learners will review and practice 'have got and has got' and also the objects they have learnt in previous sessions. They will have a controlled practice in the form of gap-filling as well as a free practice through monster game.


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of "have got and has got" in the context of possession

Subsidiary Aims

  • To provide fluency speaking practice through explaining their monsters in a mingling activity
  • To provide review of new vocabularies they have learnt recently


Lead-in (5-7 minutes) • To get the students familiar with the topic and flash cards

The teacher will show flash cards for some seconds and will elicit the words then T sticks the flash cards on the walls and will make sentences using "have got". Eg: picture of a teddy bear, frog, tiger,... I have got a tiger. I have got a frog. Then T will ask Qs whether the Ss have the animals at home or not. Eg: Have you got a bird?

Speaking Practice (7-10 minutes) • To make the students use the target language.

The teacher will ask Ss to close their eyes and then T takes one of the flash cards off the wall and will ask Ss to guess which picture it is by using "have you got......?" Then the teacher will ask Ss some pictures of animals and will ask them to go around the class and find the person who has the same picture and they should sit together.

Controlled Practice (5-7 minutes) • To help the students understand the difference between "have got/has got" better

T will give them a gap-filling HO and small pieces of paper to match have got and has got with the sentences. T gives the answers on another piece of paper and Ss will check their answers.

Speaking free practice (18-25 minutes) • To make the students use the target language.

The teacher will practice long/short,small and big. e.g: It has got long legs. it has got big eyes. Ss should guess the animal. T will ask Ss to do the same with their partners. Then T will ask a student to come to the board and draw a monster with teacher's explanations. T wil give Ss pieces of paper and ask them to draw their own monsters. T will pair the students up and ask them to explain their monsters without looking at their paper while the other student is drawing.

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