Aliaa Ahmed Eissa Aliaa Ahmed Eissa

Have and have got
Intermediate level

Description

In this lesson, students will learn common usages of (have and have got). The lesson will start with a lead-in as the Sts will be motivated and become more concentrated and interested in the topic. This is followed by the test stage to diagnose what Sts already know about the target language (TL). Hence, the teacher clarifies aspects of the TL that Sts don’t already know through eliciting, asking CCQs and drilling. After that, the Sts do another activity to make sure that they really absorb the target language. Then, there will be freer activities to provide an opportunity for the Sts to use the TL. The lesson ends up with the teacher's feedback on the content and language.

Materials

Abc White board and markers
Abc Sticky gum
Abc Sheets and pens
Abc Photos
Abc Laptop
Abc HO1
Abc © Cutting edge intermediate book

Main Aims

  • To provide clarification and practice of using ( have&have got).

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversations

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Welcome the students and ask them how they feel and respond nicely. Show the Sts a sheet written on it a list of the things that I have( two of them are true, and one of them is 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. After that, Instruct each person to write three statements about things they have as two must be true statements, and one 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.

Test #1 (3-6 minutes) • To gauge students' prior knowledge of the target language

Tell the Sts that we can use (have) to give us really different meanings. Ask the Sts to complete the gaps to make phrases with(have). (EX:1 page:12). Set the time for this activity (3 minutes). Monitor carefully to work on the weak areas later on the stage of teaching. Ask them to check their answers in pairs, then listen to the audio and check their answers and correct any mistakes.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

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).

Test #2 (3-5 minutes) • Check students' use of the target language again and compare with the first test

Ask the Sts to work individually to add the words and phrases to the correct section of the diagram (EX:3 page:12). Demonstrate the first one with them. Set 2 minutes as a time for this activity. Monitor the improvement of the Sts and provide help if necessary. Ask them to check their answers in pairs. Give them oral feedback.

Free practice (10-15 minutes) • To provide students with free practice of the target language

Set the task by announcing 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 of statements related to the topic. The students answer the questions themselves at first. Then, they ask their partners the questions and compare the answers. They will do this with different partners every 5 minutes when hearing the alarm sound and they will add more speaking by asking follow-up questions. 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. 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 that they will ask follow-up questions. Pass out HO1. Let the Sts do the task. Monitor the Sts and provide help if necessary. Asking the Sts if they have with their partners anything in common. Provide feedback, praising the good use of the language and correcting any mistakes.

Freer practice (5-7 minutes) • To practice speaking using the target language.

Ask the Sts to work in pairs discussing the questions in (EX:4 page:12) and to add follow up questions. 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 feedback if needed.

Freer practice(optional) (3-5 minutes) • To make sure that the students really have a great knowledge of the TL

Ask the Sts to write about 10 sentences about their daily routine, 8 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 if there is anything interesting about the daily routine of their partners. Discuss with them and provide feedback.

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