Andrew Watson Andrew Watson

Elementary grammar
Elementary A1-A2 level


In this lesson, Ss learn about have got (in its affirmative, negative and interrogative forms) and do controlled practice before personalized freer practice.


Abc Form and pronunciation
Abc Meaning

Main Aims

  • by the end of the lesson, students will have understood the meaning, form and pronunciation of have got (in its affirmative, negative and interrogative forms) and will be able to use it in a personalized speaking practice.

Subsidiary Aims

  • To provide speaking fluency practice with the target language


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

Focus Ss on the pictures and check they understand the situation (What's her problem? No phone card. Who is he?) Play the recording and Ss complete the gaps on the Form. Answers: a. I haven't got; b. Have you got? c. I've got

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Introduce the form briefly by writing phrases based on the recording: I've got my mobile Subj verb obj Have you got a phone card/one? verb subj verb ob Briefly drill this and go to communicative listening practice of the question and short answer form. Focus Ss on photo and elicit items they see: scissors, notebook, plant, laptop, lamp and coffee mug. Play the first two questions to demonstrate the activity. Ss have to listen and answer using the correct short form. Answers: a. yes he has; b. no, he hasn't; c. yes, he hasn't; d. yes, he has; e. no, he hasn't; yes, he has. Monitor to check use of language in BORs, helping where needed. Check answers OC, then put Ss in pairs to ask and answer Qs about what they have in their workspaces. Invite a strong S to tell about partner in OC. See if he /she can use third person form correctly. Highlight / drill He/she's got a(n) . (if time, explain use of one to prevent repetition of phone card.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Screenshare Google Doc Form and Pron and write the examples on the board and then give each S their own G-Doc. Invite them to complete the gaps. Get them to look back at exercises 1-3 to din of guess the answers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1. Point out - the use of 's or has for the he/she/it forms - the contracted forms of have and have not - the word order of the questions 2. Write on the board He's French and He's got a French car. Ask Ss what 's means. Model and drill the rising intonation in the question, and the falling intonation in the answers. Encourage Ss to raise heads in Q, drop heads in answers.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Check rich and brothers. Ss work individually on Wordwall and check OC. Answers: a. 've got; b. haven't got; c. 've got; d. 's got; e. Have ... got; 've got; f. Has ... got

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Begin by asking Ss to match the Qs and answers and complete the gaps. Answers: 1c Have; 2d is; 3 b is 4 a is DEC on accuracy and fluency affirmative, negatives, interrogatives plus pronunciation (stress and intonation)

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