Verbs (have/ go/ live/ like) and the possessive s
To provide clarification of verbs (have, go, live, and like) and possessive s ('s) in both forms; singular and plural.
To provide scan reading practice using a text about Rick Wilson in the context of family and possessions.
To provide specific information listening practice using a text about Rick Wilson in the context of family, places and possession.
Procedure (36-45 minutes)
Teacher shows a picture of the Spanish football team holding the World Cup of 2010. Then, he asks the students some eliciting questions aiming at getting some specific answers containing the verbs that are going to be taught in the lesson (have / go / live / like). These questions would be like: What do you see in the picture? What do they have? Where do they go to exercise? Where do they live? And what do they like? Then, the teacher writes students' answers on the board.
Teacher underlines the verbs in the sentences and does mime acting to elicit the meanings of the verbs from the students.
Teacher asks students to look at the pictures in the handouts and guess the number of his family members. Questions would be like "Who's the guy in the picture? Who are these people with him? Do you think they are his friends or family?" Then, teacher asks students to listen to the audio and complete the missing gaps in exercises T1.6 in the handout. Teacher will use ICQs to make sure that the students are ready for the task. These ICQs would be like "Are we going to read or listen? Then, we are going to match or complete the missing gaps?" Students then check their answers in pairs before the teacher elicits the answer from them.
Teacher distributes handouts that each contains two tables of two columns; a column for the verbs (have / go / live / like) and another for some words that each is related to one of these verbs. Students are asked, individually, to match each verb with the word that is related to it from the other column within only 2 minutes. Then, they check their answers in pairs before the teacher elicits the answers from them.
Teacher will ask students to do exercises 3 in the handout. Teacher will give his instructions to students and ask them to complete the given sentences with information about themselves and copy it in a piece of paper within 2 minutes. Teacher monitors and checks students' sentences while they are writing. Then, students will stand and mingle and they will tell their sentences to each other. Teacher uses ICQs here like "Are you going to complete the sentences? Do you have 3 minutes?".
Teacher draws the flag of Turkey on the board and asks "What is this?" Then, he writes the students' answer which is supposed to be "It's a flag". Then, he asks "Which country is it for?" The supposed answer that will be written on the board is "It's the flag of Turkey", but the teachers here asks the students "Can I say it's Turkey's flag?" They would probably say yes. After that, teacher asks students to compare between the apostrophe s in the first and the second sentences. Teacher elicits from the students the the 's in "Turkey's flag" is the possessive one.
Teacher shows a picture of a student wearing a school bag and asks "What's this boy's job?'' Then, "Whose bag is this?" to elicit "It's the student's bag" to write it on the board. After that, the teacher shows another picture of a class full of students and asks "Whose class is this?" They will say the same answer of the first question, but the teacher will ask a question "Is it the class of this student only or all students?" They will surely say "all students". After that the teacher elicits from the students the different position of the apostrophe that comes after the s in case the owner is plural. The teacher writes it down and highlights the difference between "It's the student's bag" and "It's the students' classroom".
Teacher divides students into three groups and gives each of them six pieces of paper with a sentence in each containing an apostrophe s. Two sentences have plural possessive s, another two have singular possessive s, and the last two pieces of paper have abbreviated is. Students in each group are asked to stick each sentence on the board next to its category within only 3 minutes . ICQs are going to be used by the teacher again like "How many sentences do you have? How many minutes do you have? Will you re-arrange sentences or stick them on the board?".
First, teacher reminds students with what they have guessed about Rick Wilson, the guy in the reading text. Then, teacher asks students to read the text in the handout silently and answer the questions in exercises 5 individually. Teacher specifies only 4 minutes for this task, and then let the students check their answers in pairs before he elicits the answers from them. ICQs will be use again " How many minutes do you have? Are you going to read or listen? Will answer any questions?".