Language focus 1 have got

Long-term plan unit: 3 VALUES

School: I.Koshkinov

Lesson 3

Date: 10.11.2017

Teacher’s name:

Kussainova Akbota

CLASS:5

Number present:

absent:

Theme of the lesson: Language focus 1 have got

Learning objective (s) that this lesson is contributing to

5.1.6.1- organize and present information clearly to others;

5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics;

5.3.4.1- respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn the affirmative, negative, question and short answer forms of have got.

• practise asking and answering questions about possessions with have got.

Some learners will be able to:

Success criteria

• Organize information logically. Express ideas clearly

• Provide a point of view in connected sentences

• Provide unprepared speech to answer a variety of questions at sentence level with limited flexibility

Value links

Lifelong learning

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

• Books closed. Hold up objects and say: I’ve got a book. I’ve got a

pencil., etc.

• Ask students to work in pairs. Students take it in turns to hold up and name objects around them using have got.

Practice

1 • Ask students to open their books at page 29 and copy the chart into their notebooks. Students can then work in pairs to complete the sentences by referring to the text on page 28.

• Give weaker students the two forms they need to complete the sentences and ask them to put the forms into the right gaps in the chart.

• Check answers.

• For further information and additional exercises, ask students to turn to page 110 of the Grammar reference section.

Language note

Have got is used far more frequently in spoken British English than American English. Have got denotes possession (e.g. I’ve got a piano) whereas have can be used for both possession and routines (e.g. I have a shower every morning).

2 • Ask: What can you see in the picture? Elicit students’ answers.

• Refer students to the gapped text. Encourage them to read the text first for general understanding.

• Students should identify the personal subject pronouns or the singular or plural nouns that come before the gaps in the text. Doing this will lead them to the correct form of have got that they need to complete the text.

• Students should refer to the chart in Exercise 1 to remind them of the correct forms of have got.

Fast finishers

Students can write four pairs of sentences about their own family using the full and contracted forms of have got, e.g. I have got a sister. I’ve got a sister.

Answers

1 ’ve got 2 haven’t got 3 ’ve got 4 ’s got

5 ’s got 6 haven’t got 7 haven’t got

3 • Ask students to look at the pictures and name the objects they can see, e.g. trainers, headphones, scarf. • Read out the example and complete number 2 with the class.

• Ask students to work in pairs to complete the exercise.

• Check answers with the class.

Answers

2 Has Alice got a computer? Yes, she has.

3 Has James got black trainers? No, he hasn’t.

4 Has Alice got a skateboard? No, she hasn’t.

5 Has James got blue headphones? Yes, he has.

6 Has Alice got a CD? Yes, she has.

7 Has James got a hat? No, he hasn’t.

Common error!!!

Students may say Yes, I have got or No, I haven’t got rather than Yes, I have or No, I haven’t.

Your turn

5 • Put students into pairs.

• Give them a couple of minutes to ask and answer questions about what they have got using the information in the chart and two ideas of their own.

• Ask weaker students to write their questions down before they ask them.

Optional activity

• Divide students into pairs.

• Students first tell each other about how many people there are in their family, e.g. I’ve got three sisters, one brother, a mum and dad.

• Students think of questions with have got to ask their partner about members of their family, e.g. Has your brother got a computer?

• Students ask and answer the questions.

• To finish the activity, ask some students to tell the class about their partner’s family, e.g. Bogdan’s got one sister. His sister’s got a cat.

VIDEO You can show this video as either a lead-in or a follow-up to the Language Focus 1 lesson. 3.1 Robot Fighters

• Ask: What is a robot? Elicit student’s answers and then read out the information about the video.

• Play the video.

• Students watch it and answer the two questions.

• Check answers. Then ask students: Are robots a good idea?

• See page 135 for further activities you can do with this video

Answers

The Suni family has got a lot of robots.

Arina’s robot is blue.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 18 of the Workbook for homework. You can also ask students to take a photo of some of their favourite things, bring it to the next lesson and show it to their partner. Students then have to say what things their partner has got.

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?