To provide clarification of of the yes/no questions and short answers of "have/has got" in the context of personal possessions
To provide fluency speaking practice in a conversation in the context of personal possessions
Procedure (30-50 minutes)
T reminds Sts about Sally and Bill from the previous lesson.
T shows the picture of Bill and Sally and set the context that they are in a shop answering questions.Then, T gives Sts a related exercise to get them to work in pairs using "has got" or "hasn't got" forms.Finally, students check their answers in pairs while listening to a related audio.
Before listening, Sts are asked to pay attention to the question and answer forms they will be hearing.
T elicits some of the questions Sts heard on the listening such as : "Have you got a computer?" T also asks Sts for other questions and they are asked to anticipate the answers.Then, Sts are asked to complete a fill in the gaps exercise with the T eliciting both form and pronounciation of the target language.
Sts are asked to complete a making questions exercise and check their answers in pairs. Then, Sts go back to a previous exercise to practice making questions about but in groups.
T provides two freer practices. The first includes a "find someone who" activity for a list of a personal possessions items provided as handouts to the Sts. The second involves an illustrarion for what the word "twin" means followed by a "memory " activity for a number of items Sts see in twins rooms.Both practices aim at helping Sts to imploy the target language they learned in a natural and free context.
T writes on the WB: 1. What was the topic of today's lesson? 2. What grammar was studied in the class? 3. When do we use it? Sts discuss the answers in pairs before WCFB takes place.