Cemre Ozkan Cemre Ozkan

TP2-Elementary Level
Elementary Level level


In this lesson, students will learn the grammar structure with have got/has got. Before the class, Ss will be asked to write down their names on A4 papers and place it on their desks for the later tasks. The lesson starts with a personal story and continues with eliciting the logic of the new grammar form. Target language is supported by HOs, drilling and writing a story together. The sub aim focuses on speaking, encouraging students to talk about their possessions by role playing games and guess who games. After the game tasks, there will be a feedback.


Abc Hand Outs
Abc Audio
Abc VAs

Main Aims

  • To provide clarification and practice of the grammar structure of have got/has got in the context of people and their possessions

Subsidiary Aims

  • To provide fluency and accuracy for speaking practice in a daily conversation in the context of personal possessions and physical appearances (just an introduction, not in details)


Warmer/Lead-in (3-5 minutes) • To set the lesson context of have to/has to and engage students to guess

Starts with an interesting personal story related to my family. Target language will be exposed during TTT. Ss is expected to guess the famous person in the story according to the descriptions.This warmer will also prepare Ss for the last bonus task of playing Guess Who and the next lesson on family members.

Exposure (5-8 minutes) • To provide a model of production expected in the upcoming tasks through listening

Ss listen to a dialogue from the audio of CB without any HO and take notes, discuss with their pairs. T gives HOs, ask them to fill in the blanks with the TL they have heard before. Check the answers by CCQ. Play the audio again. Project the answers.

Useful Language (5-8 minutes) • To highlight and clarify useful language for the coming productive tasks

The chart shows the usage of the TL in the context of personal possessions. Elicit the right forms for the gap-fills, elicit the logic of the grammar. Focus on short form of have got/has got ('ve got/'s got). CCQ by asking on surroundings (have I got glasses?, has she got an iPhone?). Expose some of the lexis for personal possessions that Ss will use for later tasks. Complete the chart on grammar part of CB by listening the audio. Drill.

Controlled Practice and Feedback (5-8 minutes) • To provide an opportunity to practice target language by gap filling exercise

Ss do PW to fill in the gaps by using the right form of have got. Project the answers, ask if Ss have any questions. Give feedback if there is any mistake. If possible, encourage Ss to Peer Teach.

Semi-Controlled Practice (8-13 minutes) • To encourage students to produce the TL by writing a story together

Project Cinderella, a well known fairy tale character on WB. Ask Ss who she is. Project other pictures (money, home, sisters, father), asking Ss to come to WB and write a sentence using the form of has got/has not got. At the end, it is expected to produce a meaningful story of Cinderella. Ss read it at the end.

Semi-Controlled Production Task (5-10 minutes) • Speaking activity by using TL with the lexis given in CB

This activity encourages Ss to have daily life dialogues by using the question form of have got/has got. Before starting the activity, T projects the pictures and related lexis. Ss are expected to use the lexis, Ss drill. Pronunciation check. T gives out sheets with a shopping list. The list includes pets, technology, clothes. Three students represent the shops. Other students try to find the items on their lists.

Semi-Controlled Bonus Productive Game (8-13 minutes) • Speaking practice with TL in the context of personal possessions and physical appearances

It is a bonus Guess Who game that will be played if time. All Ss writes prepares their name cards (before the class) on their desks that can be seen by everyone. T gives some possessions like hats, sun glasses etc. T shows one example by choosing one person in his/her mind. Ss asks questions about the person's possessions and the details physical appearances can also be used. The person who finds out become the person who is going to be asked. That student tells the teacher who is chosen. T feedbacks and use VAs (such as drawing on WB) when it is needed.

Delayed error correction • To give feedback to engliht and clarify TL

During the productive tasks, T monitors and takes notes on good and bad points of TL. Clarifies them on the WB.

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