New lesson plan: Copy of I love technology! Gadget vocab & "I have/ don't have, She has/doesn't have"

Diana

Copy of I love technology! Gadget vocab & "I have/ don't have, She has/doesn't have" - Beginner level

Copy of I love technology! Gadget vocab & "I have/ don't have, She has/doesn't have"
Beginner level

Description

In this lesson, students will learn and practice the verb "to have" in the present tense in the context of talking about the kinds of technological gadgets they have at home or at work. Students will learn gadget vocabulary by loking at pictures, guessing meaning, drilling pronounciation, and then seeing spelling and stress written out on the board. Students will then read a short text to get exposure to set the context and get exposure to the grammar,followed by PPP for the grammar.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practice of the present simple of the verb "to have" in the context of technology/gadgets.

Subsidiary Aims

To provide clarification of gadget words in the context of technology.
To provide accuracy speaking practice in a conversation in the context of gadgets.

Procedure (38-52 minutes)

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

Show pictures of new vocabulary (7-8 words) one by one. Elicit. Drill one by one. Show the pictures again. Elicit.

Matching activity (3-5 minutes) • to provide Ss with controlled practice of vocabulary

Chest HO "Match pictures with the words" Distribute Work individually, check in pairs. ((as students work, post up pictures in two columns, ones I have and ones I don't have.)) Write words on the board///distribute labels, have students come up and label the pictures. SHOULD I DO "AT WORK" AND "AT HOME"??? They know "work" from Nurten's lesson. Highlighting: "I have a cell phone (show my cellphone, and point to picture). I don't ave an iPad" Elicit the others from students. Put two sentences on WB Drill + mark stress

Exposure (8-10 minutes) • Reading: To provide context for the target language through a text about my friend Meghan

Show Meghan's picture: This is my friend. Her name is Meghan. Show Yasmin's picture: This is another friend. Her name is Yasmin. They both have technology. Read and fill in the blanks with Meghan/Yasmin or They. ---- Check with your partner. Put Meghan and Yasmin on the WB. Students can write answers on the WB. What kinds of technology

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Elicit the grammar rule: They have mobile phones.They don't have fax machines. I/you/we/they + have + object + don't have + object She has a printer. She doesn't have a digital camera. She/he/it + has + object + doesn't have + object

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

These sentences are about the teachers. Fill in the blanks. Show an example on the board: We have mobile phones. We have printers at school.

Semi-Controlled Practice (3-4 minutes) • To concept check further and prepare students for free practice

Model the question form: "do you have" to prep students for the game. Ask students "do you have?" ; have two students model the game "do you have....." and "Yes I do/No I don't"

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

Students will play a mini-board game in pairs, asking one another about the kinds of technology they have/don't have. If time, students talk in groups to tell about their partners ie. "she has a mobile phone" etc.