MohannadKudsi MohannadKudsi

Have got
Elementary level

Description

In this one-on-one lesson, The student will learn about adjectives vocabulary and personal possessions. He will also learn about have got grammar. In this lesson also we will review verb to be; possessive adjectives. This lesson will help develop reading and listening receptive skills for the student.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification of Have got in the context of What's important to you?

Subsidiary Aims

  • To provide clarification of Adjectives in the context of What's important to you?

Procedure

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

The T tells the S T: "This mobile phone is very good, it's very important to me" T: "I've also got an old laptop its very important to me" The T asks the S T: "What's important to you?"

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

1- The T writes "Red dress" The T uses this sentence to clarify nouns and adjectives. 2- The T gives the S ex.1 T: "Tick the adjectives you know"

Clarifying vocabulary with very (4-8 minutes) • To clarify the target vocabulary

The T gives the S ex.2 T: "Look at these sentences then choose the correct words in the rules" FB = S-T

Controlled practice (3-8 minutes) • To practice adjectives

The T gives the S ex.3 T: "Make sentences with these words." FB = S-T

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The T moves to ex.4 T: "Read the 2 texts about Sally and her grandfather, Bill. Find four things that are important to each person" FB = Listen and check

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The T moves to ex.5 T: "Read the text again. Are these sentences true or false?" FB = S-T

Highlighting the target language (4-10 minutes) • To draw the student attention to the target language

1-The T gives the S ex.6 T: "Fill in the gaps with have or has." FB = S-T 2- [Drill the target language] 3- [Teach the form of the target language]

Controlled practice (4-8 minutes) • To practice the target language

The T moves to ex.7 T: "Listen and practice. Copy the stress and contractions" FB = Listen and check

Controlled practice (2-4 minutes) • To practice the target language

The T moves to ex.8 T: "Fill in the gaps with the correct form of have got." FB = S-T

Vocabulary (3-6 minutes) • To pre-teach the vocabulary

The T gives the S ex.9 T: "Tick the words you know." [Drill]

Highlighting the target language #2 (5-10 minutes) • To draw the student attention to the target language

1- The T gives the S ex.10 T: "Bill and Sally answer questions for a survey. Guess which things they have got?" 2- T: "Now listen and write yes or no in Bill and Sally's answer columns." FB = S-T/Listen and check

Clarifying the Target language (4-8 minutes) • To clarify the target language

The T give the S ex.11 T: "Fill in the gaps with have, has, haven't or hasn't." FB = S-T [clarify the form] [Drill]

Controlled practice (2-5 minutes) • To practice the target language

The T gives ex.12 T: "Listen and practice the questions and short answers in ex.11"

Semi-controlled practice (4-8 minutes) • To practice the target language

1- The T moves to ex.13 T: "Work with your teacher. Take turns to ask and answer questions about Bill and Sally." 2- [Ask the S if has got CD player, a computer, a radio etc..]

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