Cristian Hernandez Cristian Hernandez

TP 7 Grammar
Elementary level


In this lesson the students will learn how to describe possessions using HAVE GOT AND HAVEN'T GOT.


Abc Face to Face Student Book
Abc Jamboard

Main Aims

  • To provide clarification of possessions using have got in the context of important things in life.

Subsidiary Aims

  • To provide practice of in have got and haven´t got in the context of personal items.


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

T- Asks If what are the most important objects in life for them.,. T show some importan objects . T - Shows some questions on the board on: asking for possessions and then ask them whether they like the most and tell the students that most importan possessions or objects in life Then clarify that is something that you have a plan and you ask the other to join you if they like. and losing some important objects or something they like.

Text work (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T -asks the students read it quickly a text about ALAN and MARY finding their more important things. . Do one example for them. - T. Asks the students what is Mary's and Alan´s most importan things T Shows conversation the use of apostrophe and contractions with have got. Ss works in breakout rooms

MFAP (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Ss Answer the correct form of have got in the exercises. Ss to check their answers in pairs. T- Put the answers on the Board . Ss to check their answers. - Ss to repeat after you and talk about abbreviation form of has hasn't- . T. - Give them the correct answers.

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

Ss get 8 minutes to work in pairs in breakout rooms activity Ss. They'll see possessions activity conversations ad they have to practice. Ss each student is gonna ask for 5 objects they have got. T Monitoring T cover MFAP

Freer Practice (8-10 minutes) • To provide feedback on students' production and use of language

Ss ask questions with have got and check answers with partners. T covers MFP T writes on the screen samples of learners’ production and corrects for learners to identify the correct and incorrect sentences and correct the latter ones

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