Stage: Task type: Interaction: Procedure: Observer comment:

Main aim: Time: 45

min
Stage Set context Introduction T- SS Teacher uses a Power Point to introduce
1 with the topic.
To motivate students to examples 2 minutes
give response from realia Teacher elicits responses from students by
showing them a pen in her hand.

Students answer
Stage To support students in Pair work SS Teacher uses a Power Point to introduce
2 using have and have got in In breakout 5 minutes list of various things
sentences rooms Teacher CCQs (when needed) to ensure
students understand

Stage To provide students with a Elicitation TS Teacher asks students to answer the
3 reason about form through 5 minutes questions by using do-S-have and have-S-
difference of have and questioning got
have got
Stage To assess students’ Model and T-SS Teacher models the use of question form
4 comprehension of form drill 5 minutes of have and have got.
difference of have and
have got Learners practice by answering

Stage Controlled Practice Controlled S-S Divide students(3 each) into three
5 practice 10 minutes breakout rooms and name them
To provide students with through P(Positive),N(Negative),Q(Question)
the opportunity to practice charts Assign each room a chart according to
questions by using have (Jigsaw) name.
and have got Students will practice sentences with help
of chart
2.New breakout rooms: One student from
each previous room will be joined in new
 room
3. Now each new room will have all
representative students of each previous
room.
Students will share their gained
knowledge in previous rooms and do
practice with others

Step 1
Breakout rooms
1 2 3
P N Q

Step 2
Combine one member from each breakout
room
1 2 3
P-N-Q P-N-Q P-N-Q

Stage Freer Practice Personalized S-S Students pair off in class and ask one
6 speaking 5 minutes another about their families using have
To provide students with you got, do you have
the opportunity to
personalize the task and
ask one another questions