Veronika Veronika

Veronika Oztortop TP2 Grammar
Elementary level


In this lesson students will be introduced to possessive adjectives in the context of personal information. This will be followed by some controlled practice through sentence reformulation and choice of the correct forms. Moreover, the students will check an exercise for mistakes and complete the sentences with the correct forms. Finally, they will have speaking practice taking part in a whole-class mingle.


Abc Handouts

Main Aims

  • To provide clarification, review and practice of possessive adjectives in the context of personal information

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a a whole-class mingle in the context of pers


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

Divide Ss into 2 groups ( America/Russia), put them into rows and ask them to pick up the correct piece of paper from the WB according to a pronounced word: at dot www slash a website address email address mail box hotel reception a language school hospital Those win, who collect more words from the board.

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

Write the sentences from the previous lesson's listening on the WB: My name's Steinbeck. What's your telephone number? Here's their key. Ask Ss to repeat the sentences drilling it chorally and individually.

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

Highlight the possessive adjectives asking ICQs and writing on the board: Can we say 'I am Steinbeck'? (YES) Or do you have a telephone number? (YES) Or 'Here's the key of Mr & Mrs Steinbeck'? (YES) Mr & Mrs Steinbeck=they , so __________ key

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask the Ss to think about the rule themselves and complete the chart with missed subject pronoun or possessive adjective. I - my you - your he - his she - her it - its we - our they - their Point out that in English you and your describe both singular and plural subjects. Let the Ss check it in pairs. WCF on the WB.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Write the example on the WB to demonstrate the activity: I'm Lucy = My name is Lucy. Ask the Ss to rewrite the sentences so they mean the same. 1. You're Keyi. 2. His name's Paolo. 3. She's Brigitte. 4. Our names are Bernard and Julie. 5. They're Pablo and Luis. Let them check in pairs. WCF on the WB.

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

Pre-teach the word 'receptionist'. Show the pictures of a language school and a reception, ask the Ss who they might talk to on their first day there. Ask the Ss to read a dialogue between a student and a receptionist at a language school and to underline the correct option. Let them check in pairs. WCF.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

Ask the Ss to correct mistakes where it is necessary. Give the HO. Let them swap the papers to control each other. Give the answers on the WB. 1. Correct. 2. They phone number is....Incorrect. (Their) 3. Her is a photography student. Incorrect. (She) 4. Correct. 5. Ours books are in the classroom. Incorrect. (Our) 6. She is a doctor and his name is Angelina. Incorrect. (her name) 7. We are Portuguese but we teacher is American. Incorrect. (our teacher) 8. Correct.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Hold a whole-class mingle. Ask the Ss to move in the class and collect the information from as many students as possible. Give the HO. FB (ask the Ss about their classmates' telephone numbers and emails). Collect some errors with the TL and do error correction on the WB after the task.

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