Mila Oktay Mila Oktay

B1 level


In this GD lesson SS will learn the words think, see and have, and their stative and dynamic form meanings. The lesson will start with a GTKY activity and proceed to setting the context with a short free discussion intended to bring out passive knowledge and create interest for the next activity. Then SS will read a short dialogue containing the TL and perform reading for gist and reading for detail tasks. After that T will clarify M,F and P of the language and get SS to complete two short controlled practices. At the end there will be a free speaking practice.


Abc HO Dialogue
Abc HO p.9, ex.1 - Circle the correct answer
Abc OHT Dialogue
Abc HO p.9, ex.3
Abc Pre-reading discussion questions

Main Aims

  • By the end of this lesson SS will be able to recognise and use verbs with two meanings - have, see and think

Subsidiary Aims

  • Receptive skill reading, sub-skills reading for gist and reading for detail
  • Productive skill speaking, sub-skills speaking for fluency


1. GTKY Activity - Warm-up (4-5 minutes) • To set a good rapport with SS, learn their names and get them to learn each other's names.

-Draw your name game -On the WB draw pictures for each letter of my name. -Elicit the meaning of the pictures, and my name. Now draw a picture for each letter of your name. ICQs: Do you write your name on the piece of paper? (no) Do you use English or Turkish words? (English) -Monitor -Model with a S - Try to guess your partner's name from the pictures. Everybody, stand up, find a partner and try to guess his/her name. -Monitor -Shuffle pairs FB - Ask SS about other SS' names.

2. Lead-in - Pre-reading discussion (4-6 minutes) • To set a context and bring out SS' passive knowledge of the TL

-Group class into pairs -HO discussion questions Person A: Where are you thinking of going this summer holiday? Are you thinking of leaving Istanbul? Person B: What do you think about camping in the nature? What do you think about Istanbul? -Monitor

3. Reading for gist (4-5 minutes) • To show the TL within context

Read this short dialogue and compare your answers with Maria and Deniz's. -Monitor Talk to your partner, is it similar to what you discussed earlier or different? -FB - Elicit answers

4. Reading for detail (2-4 minutes) • To draw attention to the TL

Read again and underline the verbs in the dialogue. -Monitor -Peer check -FB - Project the dialogue on the WB and elicit SS' answers.

5. Language Clarification - State or action? (3-6 minutes) • To clarify meaning and form of TL

-Use OHT from the previous stage to clarify meaning and form. Is it present continuous or present simple? Does the verb ''think'' have the same meaning in both sentences? What does it mean in both sentences? (If the SS are struggling to answer- Which sentence expresses an opinion? Which sentence means I am trying to make a decision?) Does the verb ''see'' have the same meaning in both sentences? What does it mean in the first sentence? What does it mean in the second sentence? And what about the verb ''have''? -Highlight the form sub + thinking of/about + -ing -Highlight the weak form -Drill

6. Controlled Practice (2-5 minutes) • To practise the TL

Circle the correct answer. Work in pairs. -HO p.9, ex. 1 -Monitor -Peer check -FB - (If there is time and if SS' level allows it) Look at the sentences and your answers, and explain the meaning to your partner. For example, ''I think this is probably the best programme I've seen all year.'' is an opinion.

7. Controlled Practice (3-4 minutes) • To practise the TL

Complete the sentences with see, have or think in the present simple or present continuous. -HO p.9, ex.3 -Monitor -Peer check -FB

8. Freer Practice - Speaking (7-10 minutes) • To give SS a chance to practise the TL using personal information

Think about yourselves. What are your plans or opinions? Think about some sentences with these words that you can discuss with your partner. -Elicit ideas and write them on the board. -Group the class in pairs. Have them speak about themselves using only stative verbs. Then using only dynamic verbs. -Delayed error correction

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