Susan Susan

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A1 level


To introduce and give practice in “have/has got” in the positive & negative to describe personal possessions


Main Aims

  • To provide practice of have/has got positive and negative in the context of family, possessions (in the 3rd person)

Subsidiary Aims

  • To provide detailed reading practice using a text about What's important in the context of Fa


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

Write on the board: a digital camera / a mobile phone / a television /a CD player /a red dress / an old car / an old bike / a dog / DVD player / Draw two columns and label them Sally and Bill. Ss will update the table with the items. Compare with your partner. w/c FB

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Ask Ss what is this (reading text they used in Lisa's lesson) Good, please take it out. Tell me about Bill. Bill has got an old car. Great, now look for similar examples and underline it. (has got and have got). Compare with your partner. Ss look at the reading text and underline the target language: I've got, have got, haven't got, 's got, hasn't got, 've got, Elicit all forms – positive & negative & drill, focusing on the contractions.

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Write on the board: Bill has + got + an old car Sally has + got + a new mobile phone What about the television? Bill hasn't + got + a television Have got (have/has + got) is used to talk mainly about possessions or personal elements. I have got a mobile phone. I've got He / she/ it has got a mobile phone he / she/ it's got

Present supporting vocab (6-8 minutes) • To introduce the personal possessions vocab

Ss will work in pairs and complete the ws. FB - copies on the wall Ss check

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

Give Ss WkBk ex 4 (fold it in half before the lesson) so that Ss can only see the chart. Get Ss in pairs to talk about what each person has got using the TL & referring to the chart. Tell Ss to unfold the HO – in pairs they fill in the gaps with the correct form of the TL. Take w/c FB

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

Show a picture of Sally and Bill. Ask who they are? (Sally and Bill) Ask where are they? Shop. Put Ss in pairs. Work together. Show worksheet. Tell Ss they are in a shop and the assistant is asking them questions on what they have. Ss guess and tick the box. Take FB Ss listen to track R2.3. Ss check in pairs. Take w/c FB & find out if they are surprised by anything.

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