have/has got

beginner level

Description

In this lesson ss will be presented the use of the grammatical structure. After that students will
formulate the TL through simple integrated GD. Then students will practice and produce the TL.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of "have/has got" in the context of family,
belongings and daily life situations.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of family,
belongings and daily life situations.

Procedure

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

T will give the first instruction then ask this question before showing the video titled "what's in
my bag". "We will watch the video. What is in her bag?" T then will give the second instruction
before pairing the students "Talk with your partner and discuss. What did you see in the video?"
T monitors then gets FB from ss. T praises.

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

T shows her bag. Picks out the objects one by one and demonstrates what she has got in her bag.
"I have got a pen in my bag, I have got some books in my bag....etc." Then T asks students to
explain what they have got in their bags. T echoes what they say by changing the grammatical
person "ie. S: I have got a pen in my bag- T: she has got a pen in her bag." T monitors and
praises. (t will not focus on accuracy at this point because she will familiarize them with the TL
use first.)

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

t will write the personal pronouns on the board and elicit the use and the rule from the ss (+,-,?).

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

After eliciting the have/has got rule, T will focus on the meaning with CCQs. (Can we use have
got to talk about possession (I've got a pen), illnesses (she's got cancer), relationships (he's got
three brothers), characteristics (I've got a tattoo)? ) T will elicit example statements from the
students and work on the pronunciation based on the statements they give about their families,
illnesses etc. T will use the hand techniques to drill. t then hands out the formula sheet for them
to keep. t asks them to read it and tell her if there are any words they are not familiar with
( budgie-mudguard) to make sure they look at the sheet. T elicits the words and praises.

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

T hands out the worksheet after giving the instructions. Ss work individually, check their
answers and look at the answer key. T clarifies if there are any problems.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free
practice

t gives instructions for the same or different game. ss work in pairs. T monitors ss and records
the errors. ss correct the mistakes on the board together. T praises

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

t demonstrates the true false game. T asks ss to write 3 sentences on the paper (2 true, 1 false). (I
have got 3 dragons, I haven't got a house, I have 2 cats) ss mingle and try to guess the false
statement. WC FB
Lesson plan reflexive pronouns

Objectives

Academic

Students will be able to read grade level text with purpose and understanding.

Language

Students will be able to recognize and use reflexive pronouns in complete sentences.

Introduction (5 minutes)

Present students with a riddle: I’m made of glass, this much is true. But when you look, you
won’t see through. Reflect on this, and you’ll have a clue!

Give students time to think about their answer.

Allow students to make guesses.

Tell students that the correct answer to the riddle is a mirror.

Prompt students to talk to their shoulder partners about the job of a mirror.

Accept student answers and explain that today’s pronoun lesson is connected to mirrors because
of what a mirror is made to do. A mirror’s job is to reflect back to you. Today’s lesson covers a
type of pronoun that reflects, too.
Introduction (2 minutes)

Formative Assessment: Peer Assessment Checklist

Vocabulary Cards: Exploring Reflexive Pronouns

Glossary: Exploring Reflexive Pronouns

Teach Background Knowledge Template

Write Student-Facing Language Objectives Reference

Write the following sentence on the board:

The little boy saw himself in the water.

Call on a student to read the sentence aloud and circle the subject of the sentence.

Remind students that the subject of a sentence is who or what the sentence is about.

Explain to the students that today they will be learning about a part of speech called reflexive
pronouns. Write the words "reflexive pronouns" on the board. Tell students that a reflexive
pronoun is a pronoun that refers back to the subject of the sentence. Explain that reflexive
pronouns are used when the subject and the object of the sentences are the same.

Circle the word himself in the sentence you wrote on the board. Explain to students that himself,
the object, is also referring to the boy.

Tell students that reflexive pronouns can also be used to emphasize the subject.

Write the next sentence on the board:

The girl will pick up the toys herself.

Explain to students that the word herself emphasizes that the girl will do the job on her own.

Ask students to raise their hands if they have heard or read a reflexive pronoun before. Remind
students that learning to recognize and use new parts of speech will help them become better
readers.

Tell students that they can use the image of a mirror to think about reflexive pronouns because a
mirror's job is to reflect back to you, just like a reflexive pronoun. Ask the students to stand up
and repeat the following choral chant and movement:

I (point to self) see (point to eyes) myself (draw a mirror with fingers) reflexive pronoun (clap to
the rhythm of the syllables).

Lesson 3 how much and how many

Practices: Working in groups, the students will interview each other about their eating habits.

Tell the students to make five 'how much/many' style questions that they can use to interview a
partner. Before they begin, highlight the difference between the following two questions on the
board and confirm that the students understand this.

1. How much do chocolate do you eat a week?

2. How many bars of chocolate do you eat a week?

After you have reviewed their questions, the students can interview each other in groups of two
or three. Monitor throughout, and correct any mistakes at the end.

End of class. Recapitulation

What did you learn?

For this speaking activity, students will share what they learned about their classmates during the
previous exercise.

Go round the class asking each student three or four questions about their interviews from the
previous activity. Remind them that their responses should be in the third person singular and
correct any mistakes you hear.

Teacher: What was your first question?

Student: How many bars of chocolate do you eat a week?

Teacher: And how many bars of chocolate does she eat?

Student: She eats three or four bars of chocolate a week.

The ordinal numbers are similar to the actual numbers they represent.

Ordinal numbers state a position or place where something is with respect to others, as; in a race
with three students:

Someone comes in first place.

Someone comes in second place.

Someone comes in third place.

While teaching the lesson, the teacher should also consult textbook at all steps wherein and
whenever it is applicable.

Material / Resources
Writing board, chalk/marker, duster, numbers cards, used calendar pages, ruler, pair of scissors,
glue/gum, ordinal number cards first to twentieth

Introduction

Divide students into four groups.

Give used calendar pages to the groups.

Ask each group to cut the numbers from 1 to 20 from the calendar pages.

Ask them to cut 20 squares from the calendar pages and paste the number on these square pieces
to prepare number cards.

Now ask the following question to the students, as;

Which month is the first month of the year? Continue up to 12th month.

Which day is the first day of the week? Continue up to 7th day.

Also write on the writing board, as;

1st January

1st Monday

Distribute a sheet containing 20 circles or draw 20 circles on the board in different sizes in a
sequence from smaller to bigger.

Ask the students to color the ninth circle. As them to raise their sheets to show the coloring.
Repeat with random ordinal number up to 9th till the entire circles are filled.

Ask each time how did you know that it is the right circle to color? (We counted from left to
right to no. 1, 2, 3, 4, 5, 6, 7, 8, and 9.

Point to the 10th circle then ask what number is this? 10- What is the position? (10th) continue
up to 20th circle, then ask the students to repeat ordinal numbers 1st------20th

Sum up / Conclusion

Conclude that ordinal numbers show the position of the object in relation to other objects in the
group.

January February March April May June July August September October November
December

The second month of the year is…………………….

The fifth month of the year………………………….

Which month comes before the fifth month?

Draw two columns on the board

Draw some objects in first column in a sequence

Ask the students about its position in the group

Write the position in the second column

Teacher is required to involve the students in solving the problems given in the exercise at the
end of unit/chapter