Have and have got
To provide clarification and practice of using ( have&have got).
To provide fluency and accuracy speaking practice in a conversations
Procedure (39-60 minutes)
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.
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.
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 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.
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.
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.
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.