Leigh Davidson Leigh Davidson

Teaching Practice 7b - Have Got Grammar
Elementary level


This lesson will introduce (or review) the Ss to the verbal phrase "have got," utilizing exercises that will practice use of the phrase to describe possession within the context of going on a holiday and what one will bring with them.


Main Aims

  • To introduce and provide clarification and practice, as well as production, of the "have got" verbal phrase.

Subsidiary Aims

  • To provide fluency speaking, in the context of describing possessions and family relationships, and accuracy practice of the verbal phrase "have got."


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

Write on the WB "I am going on holiday. What have I got in my suitcase?" Pull out pictures of objects I would take with me on vacation. Say the phrase: "I have got." Try to elicit the words for the objects; write them on the WB, next to the object. Ask the Ss "Where do you think I'm going" once all of my items are up on the WB.

Exposure (8-10 minutes) • To provide context for the TL through a text or situation

Inform the Ss that they are also going on holiday. "You all are also going on holiday. When CELTA is finished. I bought you all a plane ticket. Now you need to pack." In pairs, pass out the packing list and what is actually in the suitcase. "This is what you need to bring with you on holiday. This is what is in your suitcase. Ask your partner what is in the suitcase. Use the phrase 'have you got' and "I have got" or "I haven't got.'" Model an example. "Have you got sunglasses in your suitcase?" "Decide if you two are ready to go on holiday, or do you need to buy some things missing from your list?" At the end of the activity, ask a few pairs if they think they are ready to go on holiday? ICQs: Are you showing your partner your paper? What kind of questions are you asking?

Highlighting and Clarification (5-8 minutes) • To draw students' attention to the TL and to clarify the meaning, form and pronunciation of the TL

"Before you go on holiday, I forgot to tell you something, I have to teach you some grammar. Sorry, Marijke told me to." Project five sentences on the WB. "I've got a cold." "She has two cats and four dogs." "I've got one sister." "He hasn't got any hair." "She doesn't have any children." Ask some ICQs of the sentences: "Am I sick?" "Does she like animals?" "Do I need to leave soon?" "How many children do my parents have? "Is he bald?" "Does she have any children?" Write at the very top of the WB "Have" versus "Have got." Read the first sentence, using "have" in the first example and "have got" in the second. "Is this the same thing? Yes. 'Have' and 'have got' both talk about possession." Write out on the WB the form for "have got" (Subject + "have/has got" + object) Also point out the negative for the phrasal verb and the form when asking questions (the next slide of the marker sentences). Go through a short drilling exercise for clarification of pronunciation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Use the coursebook Unit 9 Exercises 6 and 5 HO. "With your partner, complete the sentences in this HO. The sentences look like this." Project the jumbled sentence on the WB. "This sentence is incorrect. You need to move some words around." Try to elicit the answer from the Ss. As Ss complete the exercise, have them peer-check with other pairs. Project the answers on the WB. "Now, alone, rewrite the sentences on this paper, using the phrase 'have got.'" Model an example sentence with the Ss. Have them complete Exercise 5 alone and then peer-check. Project the answers on the WB (or if Ss finish early, have them write the answer key on the WB).

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

Have the Ss regroup themselves, based off of the question: "How many children have you got?" "Everyone please stand up. Now ask each other 'How many children have you got? Stand next to the person that has the same number of children as you." "Your suitcase is now packed. Each of you are going on holiday. But where? Do you want to go to America. Do you want to go to Italy? In your group, decide where you want to go. Come up with 7 reasons why. Use the 'have got' phrase. For example: I am going to Jamaica because it's got beautiful beaches. Or, I am going to France because it's got good wine." ICQs: How many reasons are you coming up with? Are you using the 'have got' phrase? Use this time to do some EC you picked up from the clarification and controlled exercise phases.

Freer Practice (8-10 minutes) • To provide students with free practice of the TL

"Now stand up and talk to the other groups about the country you are going to visit. Try to convince them to come with you. Use your sentences." When the groups are done mingling, ask them where they would like to go on holiday.

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