Nigel Crowe Nigel Crowe

TP2: Vocabulary Collocations with 'have' in the context of talking about family
Beginner A1 level


Students will review vocabulary and sentence structures used in previous lessons then concentrate on conversations regarding family (e.g. I have two brothers.) and things owned by family members (my brother has a camera.) They learn some vocabulary involving common possessions and practise these in conversations.


Main Aims

  • To provide examples of use of 'have' in the context of family members and practise these in conversations.

Subsidiary Aims

  • To practise accuracy in sentence structuring.


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

Introduce opposites: black/white, big/small, up/down, left/right, Distribute folded sheets - students find person with sheet with opposite relationship. Words inside sheet: e.g. John; married; Caroline; two children; house; London; BMW Tell partner about John. He is married; he has two children Change to first person. Speak as the person... Conversation: Are you married? Yes, I am married.... Sit with partner Distribute picture of Emir Bahadir. What does he have? Distribute

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss find new partner using information on sheets. T projects pictures of objects on board. Model sentences. 'Do you have a camera?' 'Yes, I have a camera', 'No, I don't have a camera.' Use subject pronouns: 'You have' 'He has...' 'We have' 'They have' 'My brother has' 'John and Mary have' Second slide: Add adjectives. 'Does Mark have a blue car?' 'No, he has a red car.'

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

I have a car Do you have a car? Does he have a car? I/you/we/they have two cats My parents/David and Mary a car a big house two daughters and a son He/she/David/My brother has Have got I've got a dog Have you got a dog? Has he got a dog? I/you/we/they 've got two cats My parents/David and Mary (have got) a car a big house two daughters and a son He/she/David/My brother 's got (has got)

Productive Task(s) (18-20 minutes) • Controlled Practice, To provide an opportunity to practice target productive skills

Game. Play sound clip 1:42 from: Doff, A. (2010) English Unlimited A1 Starter Coursebook, Cambridge University Press. Page 19 My brother has a/an ________________ My brother has a/an _____________ and a/an ______________ My brother has a/an _____________, a/an _____________ and a/an ______________ Students play as whole group first. back to pairs: My sister's got... Brian and Mary have... I don't have... We haven't got....

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

In pairs from 'married' couples from sheet at start. (May need to incorporate new arrivals) As character on original sheet: Converse: Do you have...? Yes, I have... No, I don't have... Have you got...? Yes, I've got... No, I haven't got... If time, vary the person. Finish with the students themselves. Introduce to another person. Make conversation using 'have' / 'have got' sentences. Perform to class.

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