Ahmed Samy Ibrahim Abdelrahman Ahmed Samy Ibrahim Abdelrahman

Personal Possession Plan
Elementary, A1 level


In this lesson, SS learn how to use (have/has got) to give out Qs and short ANS (in both affirmative and negative forms) through the context of talking about personal possession. This lesson starts with a Fill in the Gaps exercise where SS use (have, has, haven't and hasn't) to complete a set of Qs and ANS. Followed by, a Find Someone Who ... activity where SS get split to 2 big groups , where everyone looks for other members of the same group who possess certain things. Finally, SS get the chance to put what they have learned into practice through a final free role play speaking activity.


Abc Roleplay speaking personal possesions HO.
Abc A camera and a cell phone
Abc Gap- fill HO
Abc Find Someone Who ... amended from the Quess HO.
Abc Making questions and writing short answers HO.

Main Aims

  • To introduce and give practice in "have/has got" yes/no Qs & short ANS through the context of talking about personal possession.

Subsidiary Aims

  • To provide accuracy speaking practice via a role play in the context of talking about personal possession.


Stage 1 (Lead in) (2-3 minutes) • To introduce the lesson and give a quick recap of the usage of "have/has got" in the context of talking about personal possession

1- I would walk into the class and get a camera out of my right pants' pocket and then prompt the SS to say what it is using the following form (you have got a camera). 2- I would get my mobile out of my pants' left pocket and prompt them to do the same as before. 3- I would pick a random samples of the SS to tell me what they have got in their pocket.

Stage 2 (gap-filling) (3-5 minutes) • To introduce and give practice in "have/has got" usage in yes/no Qs & short ANS

1- I would pick a random S and ask him/her if he/she has got a computer ? 2- I would explain that haven't and hasn't are the short forms of have not and has not. 3- I would then divide the class into pairs or small groups and hand them over the HOs. 4- I would instruct the SS to fill in the blanks with (have, has,haven't or hasn't) and ask a few ICQs. 5- I would monitor the flow of the activity and then do the answers check.

Stage 3 (question and short answers formulation ) (7-10 minutes) • To provide SS with a controlled practice of the TL

T asks the Ss if we usually start a question with a name or with a verb. for example, Sami has got a car. is this a question ? T explains on the WB that we can form a question by flipping the subject place with the verb. T splits Ss into pairs or small groups. T instructs the Ss on the nature of the activity through modeling the answer for the first question. T passes around the HOs and gives the SS 4 minutes to come up with the answers. T takes the WC FB, Then, move on to ex 5b and explains how the new ex works by modeling the first answer. T asks 2 Ss to come up front to ask and ANS the 2nd question, another 2 Ss to ask and ANS the 3rd question....etc.

Stage 4 (Find Someone Who..) (9-13 minutes) • To provide an opportunity to practice the target productive skills

T asks a few number of Ss if they have a camera, mobile or a car. Then, write down their names. T goes through the pictures with the Ss to make sure that they are familiar with these objects. T passes around the HOs and explains the activity. T asks Ss some ICQs: are we writing down our names or another person's name? If someone has got a car, do we put his name next to the car box or the camera box. T gives Ss 7 Minutes to write down as many names as possible. T roams around monitoring the flow of the activity to make sure that Ss are using the TL and speaking with more than one person. when the time is up,T asks the Ss to sit down then ask the following question: Who has got a computer, camera.........?

Stage 5 (free speaking) (7-10 minutes) • To provide an opportunity to practice target productive skills

T introduces the word twins by giving the Ss the following clues: there are 2 Ss who are sisters but are not twins so T points over to the sisters and ask them if they look exactly the same. T introduces the characters on the HO and make sure that Ss know the gender of each one and how to pronounce their names through the drilling technique. T splits the class into pairs or small groups and asks every team to come up with a team name. T writes the teams' names on the WB and then passes around the HO. T asks Ss to spot out the differences in the two pic after modeling one. T explains that the winner is the team who comes up with the highest number of differences in 3 minutes. when the time is up, T checks each teams' answers and announces the winners. T encourages Ss to use the following forms : Harriet has got a ........ ,but Harry has not. Harry has got a........, but Harriet has not.

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