Al-Shaymaa Yehia Al-Shaymaa Yehia

have got {speaking lesson }
Elementary level


in this lesson pupils will learn how to use have to and has to in sentences orally or in conversation through many activities after getting the meaning of the blocking words and get the clarification of the grammar rule " Have got and has got "


Abc photos
Abc real objects
Abc pictures
Abc The board
Abc Check list worksheet
Abc A box
Abc Questions cube
Abc information gaps worksheet

Main Aims

  • To provide fluency and accuracy of using have to and has to in sentences correctly through different activities

Subsidiary Aims

  • To provide accuracy of using the taught words and grammar rule in sentences correctly and fluently.


Anticipated problems and solutions • To focus on finding solutions for some anticipated problems

P1: Pupils may face some problems in getting the meaning of some blocking words S1: Introducing the meaning of the most blocking words in the text . P2 : Pupils may face problems in using have got and has got in sentences orally fluently and corectly S1: Giving them more examples and activities.

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Show students some photos of people in the past life when life was different without using the internet .Then ask pupils to work in pairs to fill some sentences about life in the past without the internet using the present simple form of some guided list of verbs in worksheets. Good

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through reading/listening

Using some real technological devices to discuss using the internet in our lives ,Then individually students think about how they use the internet through ticking the things they sometimes /everyday do .Then compare their ideas in small groups . Good

Blocking words {MPF} (4-5 minutes) • Blocking words {MPF} To provide context for the target language through pictures and a video

**Meaning :- Clarifying the meaning of the the blocked words using some pictures , gestures and using them in context . And define which parts of speech they are . **Eliciting :- Pupils answer some questions using the target language in their answers, for example : * Who are the people who live near to you? {neighbours} * What do you do to think about something that isn't real ? { I imagine } **CCQ: - Asking pupils some checking context questions{close, open and referential } to check their understanding of the target language , For example : * Can people contact with each others without the internet ? {Yes,they can } * Do you have a lot of neighbours ? {Yes , I have } **Pronunciation : Playing the CD for students to repeat them many times focusing on the stressed syllables in the target words . **Form : Show the pupils the form of the new words to identify them . {contact{V}-imagine{V}-neighbours{N}-the news{N}-whole } ** Practice : 1) Asking pupils to answer some controlled practice activities to check their understanding to the target language 2)_Asking pupils to fill in the missing words in the

Useful Language{Clarification } (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Meaning :- * Clarify the meaning of the verb " to have got " using realia , explaining that I have got an internet in my house., Then asking them if they have got an internet at their houses or not. *Asking pupils to underline the sentences that have " have got or has got " in the reading text in their PB.P32. Then write them down . 1 -You haven't got the internet . 2- I've got more time to do other things. 3-He hasn't got the internet . 4- We 've got friends in Japan and U.S.A * Asking them to look at the sentences they wrote down from the reading text . Then notice and determine which pronoun takes" has got "or" have got" through ticking the right pronoun in the chock list worksheet in pairs. I We He You *Have got ( √ ) *Has got ( ) * Have got ( √ ) * Has got ( ) * Have got ( ) * Has got ( √ ) * Have got ( √ ) * Has got ( ) * Asking them to check their answers together in groups , while I'm monitoring them . * Checking their answers as a whole class . Pronunciation :-1) Playing the recording for the students to listen for to the main stress in the sentence which is on the word "camera", the last important word . {I've got a digital camera .} 2)-Asking them to do the same with the other three sentences in their PBP.33.EX E. 1- They've got a computer . 2- He's got a smartphone. 3- She's got a new laptop . Form :- Show students three fingers, Pointing to the first "I/she " , the second " have/has " and the third " got " to elicit the sentence " I/She have/has got" .Then closing the gap between "I " and " have" fingers to show that they are contracted "I've" . Finally using gestures to show how to swap around the first finger to get the question form " Have I got....? "

practice (18-20 minutes) • To provide an opportunity to practice target productive skills

controlled : 1)Asking the leader of each group of the pupils to work in small groups choose an envelope that has two different pictures , then spot the differences orally between the two pictures of laptops and mobiles . icq: 1)Who will choose the envelop? The leader. 2)What will you find in the envelop? Two pictures 3)What will you do with the pictures ? Spot the differences 2) Asking pupils to work in pairs to fill in the information gaps in the worksheets through asking each other questions to complete the missing parts in his paper about different kinds of technological devices. icq:1-will you work in pairs or groups ? pairs 2- What do you have in your worksheets ? some information 3- What will you ask your partner about ? the missing information Semi controlled practice : 1) Asking pupils to work in small groups and each takes turn to close his eyes and choose a picture of some technological devices from the " Speaker box" and describe it and mention some information about it. icq:1-Will you work in pairs or groups ? Groups . 2-What will you take from the box ? a picture 3- What will you do with the picture ? Describe it . 2)Asking pupils to play " Questions cube " in small groups and each one takes turn to throw the cube and answer the shown question on the cube . icq:1-Will you work in pairs or groups ? Groups 2-What will you throw ? A cube. 3- What is written on the cube ? question to be answered Freer practice : 1)Asking pupils to sit back to back and imagine they are having a telephone conversation about using the technological devices in their lives . icq:1)How will you sit ? back to back 2) What will you talk about? the devices in our lives 2)Asking pupils to work in pairs to talk about what you know about other students

closure (3-4 minutes) • To provide feedback on students' production and use of language

Pupils work in groups to reorder some pictures of a story from their imagination and tell the story at the end .

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