Teaching Practice 1
To provide practice of possessions by using texts about personal belongings, and fill-in-gap and listening exercises.
To provide review of technological objects that they learned in the previous lesson
Procedure (40-52 minutes)
Project the PPT and go over slides one by one by asking the objects's names that they learned in the previous lesson.
Distribute the handout. Have Ss do ex.1, ask them to find all the positive and negative examples of 'have got' , 'has got' and undeline them. Project the activity on PPT. Do one or two examples together and then let them continue on their own. Have them check in pairs, then do WCFB by having fast finishers come to the board and underline the sentences on the WB.
Have Ss complete the ex.2 filling in the blanks with 've , 's , haven't or hasn't. Project the activity on PPT. Check WC, write the answers on the board and drill for pronunciation.
Have Ss complete ex. 3. Ask them to fill in the gaps with the correct form of 'have got'. Project the activity on PPT. Check in pairs, then check WC and write the answers on the board.
Have Ss complete ex.4 in pairs. Project the exercise on PPT. Ask them to write the correct letter in the gaps. Do pair check. Ask Ss to write the answers on the WB
Distribute the unfold HO, ask the to discuss in pairs by looking the the chart about what those people have got. Project the activity on PPT. Then tell them to unfold the HO, fill in the gaps in pairs with the correct form of the TL. Ask Ss to write the answers on WB
Remind Ss about Sally & Bill from the previous lesson. Show the picture of them on PPT and set the context that they are in a shop answering questions for a survey/interview (They know the word 'interview' from the previous days activity.) Ask Ss turn the page, work in pairs to say is they think each person has got or hasn't got the items in the list. Take FB. Open the listening track R2.3. Ask Ss to check in pairs. Check on the WB and find out if they are surprised by anything.