Prepared by: Omran Ebrahim Zrikat

Class Level
Date Length of Lesson
Grade 6 Elementary Saudi
17/05/2014 45 min.
Students

Subject: Grammar .

Materials Needed: Computer, PowerPoint, projector, whiteboard, and worksheet.

Lesson Objective: By the end of this lesson students will be able to:

Use 'have got/has got' (affirmative, negative,) to express possession and describe appearances..

Assumptions: Knowledge of different colors, body parts, adjectives like ‘brown, black, blond, straight, etc’.

Anticipated Problems & Solutions:

Problem – confusion regarding different pronouns and the correct target structure used. Elicit sample
sentences, drill as needed.

Stage 1 Interaction Patterns Timing

T>S & S>T 5 min.

Purpose of Procedure: To warm up students by showing a picture of a group of funny

monsters (based on carton movie ‘ University Monsters’). T introduces the target language “
have got” by saying “ I have got funny friends.

Presentation/Pre-teach: ”. T displays another picture of the first monster and tells his name, then
models the use of ‘has got/hasn’t got’ to describe the monster. Mike has got a very big head, he
hasn’t got two eyes. He has got one big eye, etc. T drills sentences chorally and individually. T
displays another picture of two monsters in order to create situation to use ‘ have got/haven’t got
’. Again T repeats the same steps done before and drills chorally and individually. T introduces the
correct forms of ‘have got/has got’ and corresponding pronouns. I have got, you have got, he has
got, etc.

Stage 2 Interaction Patterns Timing

T>S & S>T & S>S 20 min.

Purpose of Procedure: To provide guided practice of form, meaning and to focus on

pronunciation. Also to assess Ss understanding and their ability to identify the target structure
and choose between affirmative and negative.

Practice/First Activity (5 min)

1) T displays another monster’s picture on the screen. T demonstrates the activity. T divides the class
into pairs.
2) T passes out first worksheet.
3) Ss circle the right form (affirmative or negative) on handout in pairs.
4) T elicit answers from Ss to check understanding and round up the activity

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 Practice/Second Activity (5 min)
1) Purpose of this activity to check Ss ability to select the right form of target language with
corresponding pronouns.
2) T reviews quickly the pronouns with Ss and the correct target language with each pronoun
3) T passes out the worksheet.
4) Ss work individually and check answers with peers
5) T elicit answers from Ss and correct mistakes if any.

Stage 3 Interaction Patterns Timing

S>S 10 min.

Purpose of Procedure: To use new language structures learned to describe appearances

Production/Pairs describing a monster (10 min)

1) T demonstrates the activity by showing a picture and describes the character using the target
language.
2) T assigns pairs and passes out the pictures.
3) Ss write down three sentences using the target language
4) Ss shows their pictures to the class and reads their sentence
5) Ss corrects their peers if there are any mistakes

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