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1. Find three ways to show possession.
2. What wh- question word is used to ask about
possession?
POSSESSION
This is my manager,
Rebecca. Rebecca’s
job is hard. Whose
work is in her hand?
It’s mine!
my, 's, mine
Whose
1. We use an apostrophe + s with a noun / verb /
adjective.
2. With a singular noun or an irregular plural noun, the
apostrophe goes before / after the s.
3. With a regular plural noun the apostrophe goes
before / after the noun that ends in s.
Tom’s sister has blue eyes. I have two
brothers. My brothers’ eyes are brown.
Whose sister has blue eyes?
POSSESSION
No, I don’t. I don’t have a brother,
but I have a sister. Her name’s Lara.
Does Lara have a cat?
Yes, she does. She has a black cat. Its
name is Nero. It has a white tail.
1. How many examples of have can you find?
2. When do we use has?
POSSESSION
Do you have a brother?
in the third person (after she, it
8
or he)
No, it’s not hers. It’s mine.
Whose laptop is that? Is it Amy’s laptop?
Whose ball is this? Is it yours?
No, it’s the boys’ ball.
POSSESSION
Whose cell phone is this? It’s my phone. / It’s ____.
Whose pen is this? It’s your pen. / It’s yours.
Whose car is this? It’s her car. / It’s hers.
Whose bag is that? It’s his bag. / It’s his.
Whose cake is that? It’s their cake. / It’s theirs.
Whose house is that? It’s our house. / It’s ours.
Possessive pronouns are
used to replace nouns or
noun phrases so we don’t
have to repeat them.
mine
POSSESSION
Apostrophes for possession
Singular nouns/Irregular plural nouns:
noun+’s + noun Emma’s laptop / children’s books
Regular plural nouns:
noun+’ + noun parents’ jobs
Whose
Whose + noun + verb? Whose apple is this?
Whose + verb + noun? Whose is this apple?
POSSESSION
Possessive pronouns
I you he she we you they
mine yours his hers ours yours theirs
POSSESSION
Apostrophes for possession
Whose
Possessive pronouns
We use ‘ and ‘s to show that someone has or owns
something.
We use whose to ask who something belongs to.
We use possessive pronouns when we don’t want to
repeat a noun or noun phrase.
POSSESSION
Choose the correct option:
1. a) Whose car is this?
b) Whose car this is?
2. a) It’s Jennys’ jacket.
b) It’s Jenny’s jacket.
3. a) “Whose chair is this?” “It’s my.”
b) “Whose chair is this?” “It’s mine.”
4. a) Is it your parents’ car?
b) Is it your parents’s car?
The verb comes directly after
the noun in Whose questions.
Parents is a plural noun, so
just add an apostrophe.
POSSESSION
1. Write two ways of asking questions with Whose.
2. With a regular singular noun, where does the
apostrophe go?
3. With a regular plural noun, where does the
apostrophe go?
4. Write the possessive pronouns for he, she and
their.
Grammar wrap-up
POSSESSION

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Possession

  • 1.
  • 2. 1. Find three ways to show possession. 2. What wh- question word is used to ask about possession? POSSESSION This is my manager, Rebecca. Rebecca’s job is hard. Whose work is in her hand? It’s mine! my, 's, mine Whose
  • 3. 1. We use an apostrophe + s with a noun / verb / adjective. 2. With a singular noun or an irregular plural noun, the apostrophe goes before / after the s. 3. With a regular plural noun the apostrophe goes before / after the noun that ends in s. Tom’s sister has blue eyes. I have two brothers. My brothers’ eyes are brown. Whose sister has blue eyes? POSSESSION
  • 4. No, I don’t. I don’t have a brother, but I have a sister. Her name’s Lara. Does Lara have a cat? Yes, she does. She has a black cat. Its name is Nero. It has a white tail. 1. How many examples of have can you find? 2. When do we use has? POSSESSION Do you have a brother? in the third person (after she, it 8 or he)
  • 5. No, it’s not hers. It’s mine. Whose laptop is that? Is it Amy’s laptop? Whose ball is this? Is it yours? No, it’s the boys’ ball. POSSESSION
  • 6. Whose cell phone is this? It’s my phone. / It’s ____. Whose pen is this? It’s your pen. / It’s yours. Whose car is this? It’s her car. / It’s hers. Whose bag is that? It’s his bag. / It’s his. Whose cake is that? It’s their cake. / It’s theirs. Whose house is that? It’s our house. / It’s ours. Possessive pronouns are used to replace nouns or noun phrases so we don’t have to repeat them. mine POSSESSION
  • 7. Apostrophes for possession Singular nouns/Irregular plural nouns: noun+’s + noun Emma’s laptop / children’s books Regular plural nouns: noun+’ + noun parents’ jobs Whose Whose + noun + verb? Whose apple is this? Whose + verb + noun? Whose is this apple? POSSESSION
  • 8. Possessive pronouns I you he she we you they mine yours his hers ours yours theirs POSSESSION
  • 9. Apostrophes for possession Whose Possessive pronouns We use ‘ and ‘s to show that someone has or owns something. We use whose to ask who something belongs to. We use possessive pronouns when we don’t want to repeat a noun or noun phrase. POSSESSION
  • 10. Choose the correct option: 1. a) Whose car is this? b) Whose car this is? 2. a) It’s Jennys’ jacket. b) It’s Jenny’s jacket. 3. a) “Whose chair is this?” “It’s my.” b) “Whose chair is this?” “It’s mine.” 4. a) Is it your parents’ car? b) Is it your parents’s car? The verb comes directly after the noun in Whose questions. Parents is a plural noun, so just add an apostrophe. POSSESSION
  • 11. 1. Write two ways of asking questions with Whose. 2. With a regular singular noun, where does the apostrophe go? 3. With a regular plural noun, where does the apostrophe go? 4. Write the possessive pronouns for he, she and their. Grammar wrap-up POSSESSION

Editor's Notes

  1. This presentation will cover possession. The presentation can be used separately or alongside the Student’s Book. It is intended to offer additional support to the content and activities provided in the Student’s Book. The presentation could be used to present the language initially, or alternatively for review purposes. These slides will occupy 10-20 minutes of class time depending on how fast you move through them.
  2. Grammar noticing: Have the students look at the slide as a whole class. Ask students to read through the text in the box. Then ask them to work in pairs to answer the questions. Elicit the answers; then reveal them. Answers: 1 my, ‘s, mine 2 Whose Check that students understand the word “apostrophe." Remind them that we can also use apostrophes for contractions, and point out the difference in use. Don’t go into any detail about the structures at this stage.
  3. Grammar noticing: Students continue to notice the form and function by looking at a short conversation. Ask students to read through the conversation and look at the ways of showing possession before having them work through questions 1–3. Then reveal the answers. Answers: 1 noun 2 before 3 after. Students may need extra help understanding the different positions of the apostrophe. You may want to give them more examples for comparison (e.g., My cat’s fur is black; My cats’ fur is black). Ask How many cats are in the first sentence? (1) How many are in the second sentence? (more than 1) Ask students to work in pairs. Have them write a similar short conversation starting with the word whose. Ask different pairs to perform their conversations.
  4. Grammar noticing: Students continue to notice the form and function of have for possession. Ask them find examples of the different forms of have. In more advanced classes, ask students to explain in their own words what kind of forms they are. Check answers. Then ask students to explain when we use has instead of have. Answers: 1 Do you have (question); No, I don’t (negative short answer); I don’t have (negative); I have (affirmative); Does Lara have (question); Yes, she does (afffirmative short answer); She has (affirmative); It has (affirmative). 2 in the third person (after she, it or he) Make sure students don’t confuse the possessive forms with contractions. Elicit what ’s stands for in Her name’s Lara (contraction for is). Point out that its is a possessive adjective, not a contracted form, so we do not use an apostrophe.
  5. Grammar noticing: Students continue to notice both form and function by looking at further examples of whose and possessive apostrophes as well as being introduced to possessive pronouns. Ask students to read the text in the speech bubbles in pairs. Have students look at the last speech bubble and ask them how many boys there are: one or more than one? (Answer: more than one, as the apostrophe is after the s.) Draw students’ attention to the second speech bubble and tell them an alternative way of saying the sentence would be: No, it’s not her laptop. It’s my laptop. But we can use the words “hers” and “mine” so we don’t have to repeat the word “laptop.” Ask students to look at the third speech bubble and suggest an alternative way of saying it. (Answer: Is it your ball?) Ask students to work in pairs and rewrite the conversation replacing the nouns. Ask different pairs to read out their conversations.
  6. Grammar noticing: Students continue to notice possessive pronouns and look at further examples. Ask students to read through the first sentence and try to remember the correct possessive pronoun. (Answer: mine). Point out that by using the possessive pronoun, we can avoid repeating the noun from the question. Then have them complete the other sentences in pairs. Reveal the answers. You can practice further by picking up various objects around the class (e.g., pencil cases, rulers) and asking Whose pencil case is this? Encourage students to respond with the correct possessive pronoun.
  7. Grammar presentation - Form: Draw students’ attention to the form for using apostrophes and for asking questions using Whose. Ask students to work in pairs. Have them add another example to each section.
  8. Grammar presentation - Form: Continue looking at form by asking students if they can complete the table for possessive pronouns. More confident students may be able to do this from memory; for less confident students, refer back to examples on earlier slides to help them. Check answers as a class. Then ask students to choose three of the possessive pronouns and write example sentences with them. Point out to students that there is no possessive pronoun for it. Answers: mine, yours, his, hers, ours, yours, theirs
  9. Grammar presentation - Function: Ask students to read the three headings and ask if they can explain to a partner the function of each part of the language. Then reveal each explanation so students can check if they were right.
  10. Grammar practice: Give students an opportunity to put what they have learned into practice by choosing which option is correct in each question. For more confident students, ask them to attempt the questions without looking at their lesson notes. For less confident students you could do the questions together as a class and refer back to earlier slides where necessary. Reveal the answers and ensure students know why each answer is correct. Answers: 1 a (The word order after Whose is noun + verb or verb + noun, so this is in the wrong place in b.) 2 b (The apostrophe goes before the s in singular nouns.) 3 b (We use the possessive pronoun to replace a noun or noun phrase, so in sentence a, you would need a noun after my to be correct.) 4 b (Parents is already plural, so only an apostrophe is needed.)
  11. Grammar practice: This task allows students to put the grammar point into practice with a fun speaking activity. In the previous lesson, you could ask students to bring in an interesting object that belongs to them. If they haven’t brought anything in, just use classroom objects instead. Collect all the objects in and then redistribute them to different students. Students must then mingle and ask questions using the language from the lesson in order to connect the object with its original owner. Model an example with a confident student: Is this your book? / No, it’s not mine. I think it’s hers, but I don’t know. Is this yours? / No, it isn’t. Tell students that they have to wait until the correct person approaches them with their object before they claim it. When they have their original object back and when they have found the owner of the object they were given, they can sit down.
  12. Grammar wrap-up: To consolidate the grammar, have students work through the questions. You could do this orally, nominating different students to give their answers. Or, with less confident classes, allow them to write their answers first before checking as a class. Encourage students to answer the questions from memory, but you may need to show students previous slides to help them.