This document contains a lesson plan for an English class focused on teaching students about using "have got" to talk about possessions. The 80-minute lesson involves introducing the target language through a video, having students practice in groups by completing activities about the video and identifying objects people "have got" in pictures, and assessing comprehension with an individual activity matching pictures to questions. Homework is assigned from the textbook. The lesson plan aims to help students develop their listening, speaking, and writing skills while learning about using "have got" affirmatively and negatively.

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Paula Pilotti
Período de Práctica: Nivel primario
Institución Educativa: Instituto Privado Gustavo Martínez Zuviría
Dirección: Roca y Saenz Peña
Sala / Grado / Año - sección: 7mo sección 1
Cantidad de alumnos: 23
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: “My favourite things: have got”
Clase Nº: 1
Fecha: 19/06/18
Hora: 13.30 a 15.00 hs
Duración de la clase: 80´
Fecha de primera entrega: 14/06/18
· Teaching points: Have got (affirmative and negative)
· Revision: Favourite things (diary, books, jacket, trainers, bicycle,
skateboard, tablet, camera, smartphone, headphones, etc )
· Aims or goals:
During this lesson, learners will be able to…
- Identify and use the verb “have got”.
- Develop their listening skill by listening to a dialogue.
- To deepen their understanding on personal things.
• Language focus:
Lexis Function Structures Pronunciation
Favourite Identify and Let´s watch, Jumper / ʤ/
things name your complete.
Singular/plural Favourite things
Revision nouns- A/An
Have / æ/
Have got Identify and use
New have got in + Do you
and - sentences understand?

2. • Teaching approach: The lesson is based on the Communicative
Approach and PPP. The class is aimed at making students use the
new lexis applying it describing what they have/haven´t got.
· Integration of skills: The lesson will integrate listening, speaking
and writing skills through a video conversation and commands.
· Materials and resources: Pictures, a computer, a white board,
projector, a video, copies.
· Pedagogical use of ICT in class or at home: In this lesson, a video
will be used to support the exposure to the teaching point.
· Seating arrangement: Students will sit in rows, and at a moment
they will form groups of 4 or 5.
· Assessment: what will be assessed and how: I will check that
students comprehend and identify the use of HAVE GOT by making
sentences and different kind of activities. I will provide them with
the necessary input and I will encourage them to produce the
chunks of language I am teaching.
Clase 1:
Routine: 10´
Purpose: to start the lesson, get students into mood for work,
establish rapport.
I´ll get into the classroom and greet students: “Hello! How are you
today?” EA: “Hello!”
I will explain that I will be their teacher for some lessons and I will write
my name on the board and the date. Then, I will ask them to write their
names on a piece of paper, so I can call the by their names without
problem. After that, I will ask each student “What´s your name?” and
they will answer “My name´s/I´m…”
Transition: Nice to meet all of you! Let´s know each other better!
Warm-up 5´:

3. Purpose: to introduce the topic and teaching points.
Using some pictures I will tell students about my favourite things.
“My favourite things are my jacket, my smart tvTV, my phone and my
notebook.” I have got a computer, a phone and a jacket here”
“What are your favourite things?” I will choose some students to talk
about their favourite things.
Transition: “Very well done”
Presentation 5-7´:
Purpose: to further exposure the learners to the target language, to
foster comprehension of a video.
Link: https://www.youtube.com/watch?v=ELOKiH1UEe0
“My favourite TV programme is Master Chef! I love meat, pasta, cakes!
Let´s watch a video! Pay attention!”
The students will be sitting on their seats. With this video students will
be introduced to the verb “Have got”. They will watch the video once, and
then they will continue doing some activities, then they will watch it
again to check.
Transition: Good! Let´s work together!
Development
ACTIVITY 1 - 20’
Purpose: this activity is aimed at fostering contextualized practice
of the teaching points.
I will form groups of 4 or 5 students. I will give each group a copy to
complete. They will debate with their mates the correct answer and they
will write it down.

4. 1) True or False?
• They are in a cooking competition at home.
• They are at school.
• They have got the shopping list.
• They haven´t got red chilli peppers.
• They have got chilli peppers at home.
• At the end, they haven´t got all the things.
2) Complete the sentences from the video with HAVE GOT or HAVEN
´T GOT. Then, watch it again and check your answers.
• I……………………… swimming practice at 7.
• ……………… you…………….. the shopping list?
• They…………………… any red chilli peppers.
• We……………………. some at home.
• ………………. we………….. any red chilli peppers at home?
• I……………………….. an idea for the weekend.
• ……………… you…………….. everything you need?
• I………………………all the inspiration I need.
After completing the activities, they will watch the video again to check
their answers. After that, I will ask each group to read the sentences and
the answers to be sure that they complete it well.
Transition: “Oh excellent job!
BREAK TIME: Students have a break of 10´ and then they continue
with the other block of 40’.
ACTIVITY 2: 20’
Purpose: this activity is aimed at recognizing contextualized
practice of the verb “Have got + favourite things”.
I will give each group pictures with different objects: jackets, phones,
bags, cameras, bicycles, books, etc (the ones that they have seen).
I will ask students to make sentences orally. First, I will give an example.
I will point to my desk and I say: “I have got a bag. I haven´t got a
bicycle. What have you got? Have you got a book?”(I use mimic
miming and body language to guide students)

5. Students will form positive sentences to describe what they have got in
the pictures and negative sentences to say what they haven´t.
ACTIVITY 3: 15´
Purpose: this activity is aimed to recognize short questions and
positive/negative answers.
At this stage, students will work individually in order to check
comprehension. I will give each student a copy to work with short
questions and the vocabulary they have learnt.
“Look at the pictures, have you got a parrot? No, I haven´t. Have you
got a present? Yes, I have.” (I will point to the pictures and use gestures
to say yes or no in order to guide them to understand the activity)
“Let´s complete the copy with your name, your class and the date, please”
“Do you understand?” Ok, start working!!!

6. I will be monitoring the students ‘work. After finishing the activity, I will
ask some students to read the answers aloud in order to check.
Transition: Very well done students! Great job!
Closure 5´: I will give students some homework since they have only one
lesson per week and they need to practice at home. Moreover, I don´t
want to delay the book´s activities.
“Well, it is time to go, but first copy your homework on your
notebook”.
I will write on the board the necessary information:
From: What´s Up? Starter, 3rd
edition
Activity Book, page 83. (Write singular/plural nouns, Complete with a/an
or -, Complete the sentences with: ‘ve/haven´t got, Write sentences with
the correct form of have got)
“Have a nice week. See you next week!”
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations Minimum score: 18 / 30

7. Score: _24_/30
Lovely lesson, Pau! Foster even and active participation.
Have a great time! 