Rebecca Hughes Rebecca Hughes

LP 3
Elementary level


In this lesson, students will be focusing on grammar of possessives. They will study the structure and a short time practicing it using speech.


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Main Aims

  • To provide practice and clarification of possessives

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation


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

Put up three famous Shakespeare characters on the board; Romeo, Juliet and Julius Caesar. Try to elicit the characters names from the lesson before. Write the names on top of their pictures, then stick pictures of modern objects underneath them; a cell phone, an Ipod, a book, a watch. Tell the students a short story about how its Valentines day and Romeo is buying Juliet a gift. Go on to say that Juliet doesn't like the gift, so she swaps it with Julius's Ipod. Ask questions about whose object is who's. CCQ's - Who has the cell phone now? Does she have the Ipod? What does Romeo have now? Carry the story on for a little while until they begin to understand the context and the introduction of using his, hers, ours, theirs, yours, my.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Return to the worksheet which students used in the previous lesson on Shakespeare. Ask the students to identify relationships within the texts, Tell them to write short sentences about these relationships. They can work in pairs for this task. Next, ask the pairs to check with the other pairs next to them to see what sentences they came up with as peer review. Then refer to the PPT for answer key.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Show the rules of using possessive nouns and the differences between singular and plural forms. Focus on where to place the apostrophe and the different pronunciations of the sentences. All focus on the differences between the sentences, plural meaning more than one, and singular being just one person possessing.

Finding errors inside a text and correcting them. (3-5 minutes) • Students show they have understood the meaning and form of possessive nouns.

Give the students a copy of the two texts from Global Elementary workbook both about Shakespeare plays. Ask them to find the errors within them and add the appropriate possessive ''s'. Ask them to check in pairs first to see what each person has found. Then bring up the answer key on the board or a PPT. Read through the whole text as WCFB.

Alternative/Fluency using pronouns (1-3 minutes) • Students are able to use pronouns in place of nouns.

Elicit different possessive pronouns from students using the PPT slide of the Ipod. Start with his, then ask them whose else's the Ipod could be. Make sure students know that they can replace the nouns once it is known. If they have already specified a name in a previous sentence, they could use his/hers to keep the sentence fluency.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Have students put all of their pens and/or pencils inside a bag. Then ask all the students to stand up by using hand gestures. Have them come and pick out one pen/pencil out of the bag each. Now, they must find the owner of the pen/pencil by asking people whose pen it is. Put some questions which they can use on the board such as, Is it yours? Is it hers? Is it his? Whose pen is it? It's mine. Explain that they are not allowed to use names when they are asking these questions.

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

Use exercise 1 on page 141 to correct the sentences. Show them the first example and ask the students to write the new sentence next to the original. Ask the students to work in pairs for this exercise. ICQ's - Are we working in pairs or alone? (Pairs) How long will we have for this exercise? (3 mins) During FB, have students read out the original sentence, and how they have changed it to use a possessive so that all students can see the difference. Also have a answer key on the board to correct any spelling errors.

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

Have students talk about their own relationships in life. They can talk about family or friends with their partners. Use error correction, but make sure most of the class are free to speak about what they want too, give purpose by making a competition about who has the most interesting things to say.

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