To expose the students to the new TL: lexis set of ‘Possessions’ in the context of asking and talking about important possessions: furniture’.
To provide an opportunity for students to practice listening for gist and specific information about ‘possessions: furniture’. In addition, they will learn about and practice the grammar of ‘have go/haven’t got’ in order to help them in speaking about ‘important possessions’.
Procedure (41-45 minutes)
Teacher shows a family photo on WB and elicits the words ‘has/have’ in the context of speaking about the family. Modelling: Teacher speaks about his family using the photo: ‘I have one child. I have a lovely wife. My wife has a handsome husband.’ PW: sts speak about their families together. Teacher monitors and supports.
‘Just a Glimpse’: Teacher plays a game where he introduces different pictures of different pieces of furniture to create the context. He shows a glimpse of a picture and the sts have to guess what furniture item is. Immediately, the teacher elicits the language of ‘I have got a ………’. Teacher shows another picture of another furniture item, this time expecting the sts to finish my sentence: I ….have got … (furniture item); if not, then another picture till the sts show they got the language of ‘have got’ in the context of the new lexis targeted: furniture. Teacher CCQ: Can-Do you cook/sit on/watch movies/wash dishes, etc with this item? WB: ‘has/have got’
[1 min] Pre-teach the TL lexis set of furniture, p. 48. Modelling: teacher blindfolds himself. Under their directions, imperatives and negative imperatives I will get to the furniture picture and stick the item under it. [6 min] GPS System-game! WB: All lexis pictures on WB. They carefully notice the pictures and think about how many they know and need to double check to win. BANANA ‘Yellow Cards’:APPLE ‘Green’ Cards’ to count score for the winner! Sts back-to-board ... Teacher reshuffles the pictures on the WB. 2 groups .. Each group chooses one sts to go to the WB. He reads the word and holds it without looking at the board. They blindfold him/her. GPS ACTIVATED-ACTION! His group should direct him to the picture that corresponds to the item in his/her hand. They use directions, imperative, negative imperatives and any other language skill to survive! Once the item is on the board, s/he takes it off and they choose another sts to go! THE WINNER IS THE TEAM THAT GETS THE MOST PICTURES TAGGED WITH ITEMS IN HIS TEAM’S COLOR. [1 min] Mistakes can be peer corrected with the teacher’s supports.
[1 min] WB: Teacher presents the four pictures from the lesson. PW: sts look at the four rooms. Which rooms do you like? Why? [sts use the lexis set learned & integrate the grammar of ‘have/has got’ Modelling: teacher describes one room using one item only emphasizing ‘has got a ……’ e.g. ‘I like room B because it has got a nice carpet’. [3 min] PW: Now sts try to describe which room(s) they like and say why. Teacher monitors and offers supports where necessary. [2 min] 2a: Sts listen to Amanda Myers asking Pete Morgan some questions. Sts listen and tell which picture shows Pete’s flat. FB: Teacher puts the answer on the board for sts to check in pairs. (D)
[4 min] GW: Sts listen again for specific information and tick the correct boxes. Listen again and check their boxes for mistakes. Teacher monitors the groups and CCQ meaning asking: Can-Do you (action) with this item? [3 min] FB: To check their answers: WB: Two columns: ‘Pete has got a………’/Pete has not got a …………..’ On the table: They use the pictures (furniture items) again to categorize them under the corresponding column. Now, they convert this into a short speaking activity where they decide which picture to put. They also integrate the language highlighted in the context of the pictures under the columns: ‘Pete has got a ……/Pete has not got a ………’. To prepare them for the coming grammar part. FB: Teacher puts the answers on the board for sts to check in pairs: [√] Studio apartment – terrace – kitchen - fridge – sink – microwave – coffee table – chairs – sofa – TV – music system – chairs – laptop – mobile phone!
[1 min] WB: Dialogue in slips. Modelling: teacher uses the slips from the dialogue to fill in the gaps of TL lexis and ‘has/have got’. The students should follow and do the same to the rest of the dialogue. e.g.…[have]…you …[got]… your own …[house]….? Yes, I …have… got … my own …house… . [5 min] WB: Teacher puts slips of the dialogue with gaps of TL lexis and ‘have/has got’ on the board. GW: Sts fill in and put the dialogue together using the cards with the missing words. Sts listen to 5.5 to check their answers. Teacher monitors and offers support where necessary. LINE UP! Teacher models the activity showing sts how to line up holding the cards to form the different sentence structures. Now, teacher shows cards with the same structure for sts to line up and hold to form a +/-/? statement.
[3 min] GW: Speaking for accuracy. Sts put the TL lexis and the new grammar with ‘has/have got’ into practice for accuracy. Modelling: teacher takes all the pictures and models the activity and hands over one of the pictures (A) and asks the students: [Has it got a cooker? No, it hasn’t.] and so on. TEAMS: Competition 3 accurate questions to discover which picture the other team has. [7 min] Sts mingle, ask & answer questions, or just describe their favorite room, office or house.