week 1 have and has got
To provide clarification of have / has got in the context of positive and negative to describe personal possessions.
To provide vocabulary on personal possessions.
Procedure (32-47 minutes)
T reminds students of the previous lesson and put some items from the listening/ reading about Sally & Bill on the whiteboard. T get students to remember if they were Sally's, Bill's or both by checking on who owns what. Teacher provides feedback on answers given by the students.
T reminds the Sts about the listening text from the previous lesson and elicit the concept of personal possessions. T also hands out copy of the text to find the possible positive and negative form of have/ has got. Sts do this in pair and the whole class checks the answer.
T will do the first 2 items of exercise 5a in the Student's book and let the Sts answer all the remaining items on their own. T have the class in pair to check their answers. After Sts discussed the answers in group, T calls some of them to underline the sentences on the whiteboard.
T gets 2 examples, draw the meaning whether it is positive or negative. T breaks down the sentence "I've got a great CD player." ( I - have got - a great CD player.) and "I haven't got lots of CDs".. (I- have not got - lots of CDs).. T clarifies the sound of I've and I haven't. T say the sound and emphasize the sound of target language obtain in the process. Sts practice correct pronunciation of the this word formation. Sts answer exercise 5b in pair and check in class.
T provides more exercises by giving exercise 7 in pairs. T calls Sts to write the answers on the whiteboard. Whole class check the answers.
T forms the class into small groups and give hand outs. Sts need to fill in the vowels in the words to complete the vocabulary. T calls members of the group to present the answers.
T gives the Sts exercise 4 from Workbook and first concentrate on the upper part by folding it into half. In their small group talk about what each person has got using the target language. T encourages them to use the target language in referring to the chart. After the discussion, they will proceed to the lower part to fill the gaps witht the correct form of target language. T and Sts answer the items together.