sajad sajad

Beginner level


In this lesson, students will learn and practice the usage of have/has through reading about a family .The lesson starts with a photo in order to get them guess the family relationship.First, Students will read a text so as to get the whole idea, then they will go for some detailed exercises and the model from the text will be introduced to them to help them work out the meaning and form of the have/has . They will also have some controlled and less-controlled practice so as to use the target language.


Abc Answer key
Abc whiteboard
Abc power point
Abc HO 4.docx
Abc HO 5.docx

Main Aims

  • To provide clarification of have/has in the context of family

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about family in the context of family


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

I will show a picture of last three lessons - "Who's this?" - elicit it's Annie I will show picture 1 and ask: - Who's paddy? [Annie's brother] , I'll show pictures on the board and show the relationship between paddy and Annie - In their pairs, they will guess the answer - I'll do a WC feedback

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

* (As a reading for gist activity) I'll tell them that they are going to read a text and guess the best answer. -I'll give them the text HO1 - I put them in pairs - I'll give them HO2 - The text is about ........................... a) Paddy's friends b) Paddy's family c) Shona's friends - They'll check their answers with their partner - I write the answer on the board * (As detailed reading activity)I'll show the HO3 and say that they are going to read a text again and say if the sentences are true or false: - number one has been done for them so it's clear - I strat monitoring immediately - When they finish they will check their answers with their partner - I'll put the answers on the wall - They will check their answers

Highlighting (2-4 minutes) • To draw students' attention to the target language

*I'll choose two sentences as marker sentences from the text and put them on the board - I'll get their attention - I'll show the sentences with different colors - I ....... a small hotel in the city [have] - Annie ........a very good job [has]

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

* I'll show the picture of my brothers and I, then I elicit : - I have two brothers -The next pictures are my students' pictures ( their car and their family) I elicit some sentences : - Elvira has one child. - Rehep has a black car. - Ozlem has two children. * Afterward I'll go for drilling the sentences * Then I'll put a slide on the board - First, by showing have/has on the top - then I'll write two sentences and elicit the rest I have two brothers. He has one sister. you She We Ozlem They Rehep

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

- I'll get their attention Then chest the HO4 - Instruction " now, complete the sentences with have and has" - I group them - Then give them HO4 - They'll check their answers with their partners - I'll write the answers on the board - They'll check their answers (Feed Back) Anwers key : 1)has 2)have 3)have 4) has 5) have 6) has 7) has

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

*After getting their attention I'll show them HO5 - the instruction " look at the pictures on the board and complete the sentences." - ICQs:( if needed) - Are you going to write about yourself or pictures?[pictures] - Are you going to write one word or more?[more] - I'll group them - Then give them HO5 - They'll check their answers with their partners - One person from each group read his/her answer to the class(feed back)

Free Practice (6-8 minutes) • To provide students with free practice of the target language

I'll get their attention "I'll write two sentences on the board and ask them Instruction "please go and find someone and talk about your own family". - We have a house in the center of Istanbul. - I have two sisters. I also model the exercise with a student so as to make it clear - I'll monitor them and take note of some errors - I'll correct their mistakes on the board - I can give them a writing task so as to write about their objects that they have like : "I have two books" "I have two pens" ( This activity will continue as long as I have extra time)

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