Have (and have got)
To provide clarification and practice of using ( have&have got)
To provide fluency and accuracy speaking practice in a conversation.
Procedure (43-60 minutes)
Show the Sts a sheet written on it a list of the things that I have( three of them are true, and two of them are false). Ask the sts to speak with me as a group and ask me some questions about these things to figure out which things that I really have and which things I don't. Instruct each person to write five statements about things they have. 3 must be true statements, and 2 must be false. Ask each one to share the statements to his/ her partner, and try to guess which statements true and which are false by asking questions. Ask them to tell me the lies of their partners.
Ask the Sts to complete the gaps to make phrases with(have). (EX:1 page:12). Ask them to check their answers in pairs, then listen to the audio and check their answers and correct any mistakes.
Focus on the areas that the Sts don't already know. On the diagram ( the teacher has drawn it on the board before starting the lesson ), elicit the common usage of (have & have got) using pictures, ask some CCQs to check the meaning, and drill. Introduce the concept verb phrase. Ask the Sts to add the phrases from exercise 1 to the correct section. Elicit the difference between( have& have got )by making a comparison. Elicit the negative form of (have&have got).
Ask the Sts to add the words and phrases to the correct section of the diagram (EX:3 page:12). Demonstrate the first one with them. Monitor the improvement of the Sts. Ask them to check their answers in pairs. Give them oral feedback.
Announce that the class is going to do a brief interview activity in which each student will ask people a question to ﬁnd out if they do a certain activity. Each one will use a checklist as they sit with a new partner every five minutes trying to ﬁnd a person who has a certain characteristic. When students ﬁnd “someone who takes a shower late" or “someone who has got brown hair,” they write that person’s name on their checklist of paper and move on to the next person with the hope that that person meets one of the other characteristics on the master list. Chest the checklist and demonstrate the first one with them. Make Sure that they will ask by using WH questions not yes or no questions and follow up questions. Pass out the papers. Monitor the Sts and provide help if necessary. Provide feedback, praising the good use of the language and correcting any mistakes.
Ask the Sts to work in pairs discussing the question in (EX:4 page:12). Monitor the Sts carefully to note down the good uses of language and inaccurate ones. Ask them some questions about their partners for example : ( which of the illnesses have your partner had?). Provide whole class feedback if needed.
Ask the Sts to write about 13 sentences about their daily routine, ten of them must contain ( have and have got) with their different meanings. Ask them to share what they have written with new partners this time, and find out the similarities between them and if there is anything interesting about the daily routine of their partners. Discuss with them and provide feedback.