Interview 1
Listen for I, they and she.
TF30 · A1 GRAMMAR · 30 MIN
Have Got and Has Got
Ask, answer and correct useful information about things, people and relationships.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Use have got and has got to exchange and correct real information about possessions, relationships and features.
For teachers: Meaning sorting leads to subject-form matching, questions and negatives, accent-diverse listening, a safe interview and an independently corrected summary.
สำหรับผู้เรียน: ใช้ have got และ has got เพื่อแลกเปลี่ยนและแก้ข้อมูลจริงเกี่ยวกับสิ่งของ ความสัมพันธ์ และลักษณะของคนหรือสถานที่
สำหรับครู: เริ่มจากจัดกลุ่มความหมาย จับคู่ประธานกับรูป สร้างคำถามและปฏิเสธ ฟังสองสำเนียง สัมภาษณ์อย่างปลอดภัย และแก้สรุปข้อมูลด้วยตนเอง
Your Goal
By the end of this lesson, you can choose have got or has got, make negatives and questions, and exchange real information about possessions and relationships.
คำอธิบายภาษาไทย
เลือก have got หรือ has got ให้ตรงกับประธาน สร้างประโยคบอกเล่า ปฏิเสธ และคำถาม แล้วแลกเปลี่ยนข้อมูลจริงเกี่ยวกับสิ่งของ คน และความสัมพันธ์อย่างสุภาพ
Why this lesson matters
Have got and has got help you describe possessions, relationships and features, then ask for and correct information in a real exchange.
ภาษาไทย: โครงสร้างนี้ใช้บอกว่านักเรียนหรือคนอื่นมีอะไร มีความสัมพันธ์กับใคร หรือสถานที่มีลักษณะอะไร พร้อมถามและแก้ข้อมูลได้
PROGRESS FOCUS What improves today?
MEAN · MeaningChoose a possession, relationship or feature—not an action happening now.
FORM · FormMatch have/has to the subject and control statements, negatives, questions and short answers.
USE · Real useAsk safe questions, add one useful detail and correct one wrong summary politely.
Your 30-minute route
1 · 4 minSort useful meanings
2 · 5 minMatch subjects and forms
3 · 5 minBuild questions and negatives
4 · 5 minListen and map details
5 · 5 minInterview and summarise
6 · 6 minExchange, correct and retry
Teacher Lesson Plan
Use information the learner is comfortable sharing. Keep the grammar attached to a real question, answer, detail and correction—not isolated substitution.
| Stage | Teacher move | Evidence |
|---|---|---|
| 1 · Meaning | Sort possessions, relationships and features. | Eight meaning choices |
| 2 · Form | Match four subject groups to have or has. | Eight accurate statements |
| 3 · Build | Transform statements into questions and negatives. | Six form sets |
| 4 · Listen | Map details across two accents. | Two information maps |
| 5 · Interview | Collect four safe details and summarise. | Four notes |
| 6 · Perform | Score MEAN/FORM/USE and target one retry. | Exchange + correction |
Stage 1 · Sort possessions, relationships and features
Decide what the sentence says a person or place has.
STUDENT TASK
| Information | Meaning group | Possible sentence |
|---|---|---|
| a phone | possession | I have got a phone. |
| two sisters | relationship | She has got two sisters. |
| a large meeting room | feature | The office has got a large meeting room. |
| a new backpack | possession | He has got a new backpack. |
| three close colleagues | relationship | We have got three close colleagues. |
| a quiet garden | feature | The house has got a quiet garden. |
- Sort all six examples.
- Add two safe examples from your life or a fictional person.
- Say whether the information is one thing or more than one.
- Choose one detail you are comfortable asking a partner about.
Finish evidenceEight meaning choices and eight useful noun phrases.
Teacher Help · Stage 1
Do not ask for private information. Offer fictional people, rooms or bags when the learner prefers not to discuss family or possessions.
Stage 2 · Match have got or has got to the subject
The subject—not the noun after got—chooses have or has.
STUDENT TASK
| Subject group | Full form | Spoken form |
|---|---|---|
| I | I have got a laptop. | I’ve got a laptop. |
| you / we / they | They have got two bags. | They’ve got two bags. |
| he / she | She has got a brother. | She’s got a brother. |
| it / one place | It has got a balcony. | It’s got a balcony. |
- Complete eight statements with have got or has got.
- Underline the subject in each statement.
- Say four sentences in the spoken form.
- Correct: “They has got” and “She have got.”
Check the subject rule
I/you/we/they have got. He/she/it and one named person or thing has got.
Finish evidenceEight subject choices, four spoken forms and two corrections.
Teacher Help · Stage 2
Point back to the subject before prompting the auxiliary. Avoid explaining third-person agreement beyond what the learner needs today.
Stage 3 · Build negatives, questions and short answers
Move have or has before the subject; do not repeat got in a short answer.
STUDENT TASK
| Statement | Negative | Question + short answer |
|---|---|---|
| You have got a car. | You haven’t got a car. | Have you got a car? Yes, I have. |
| Mina has got a sister. | Mina hasn’t got a sister. | Has Mina got a sister? No, she hasn’t. |
| The room has got a window. | It hasn’t got a window. | Has it got a window? Yes, it has. |
| They have got new phones. | They haven’t got new phones. | Have they got new phones? No, they haven’t. |
- Transform four new statements into negatives.
- Transform the same four into questions.
- Answer two yes and two no.
- Reject: “Yes, I have got” as the short-answer target for this lesson.
Check the movement
Have/Has + subject + got…? Short answers finish with have/has or haven’t/hasn’t.
Finish evidenceFour complete statement-negative-question-answer sets.
Teacher Help · Stage 3
Use hand movement to show have/has moving before the subject. Accept full answers in real conversation, but practise the short-answer pattern explicitly here.
Stage 4 · Listen and map who has what
Listen for the subject first, then the possession or relationship.
STUDENT TASKBritish English · Amy American English · Matthew
Interview 2
Listen for a question, short answer and negative.
| Pass | Write | Check |
|---|---|---|
| 1 · People | names or pronouns | Who is the subject? |
| 2 · Details | things or relationships | What have they got? |
| 3 · Form | have / has / haven’t / hasn’t | Does it match the subject? |
- Listen once and identify the people.
- Listen again and record six details.
- Repeat two questions and two short answers.
- Correct one deliberately wrong summary from a partner.
Finish evidenceTwo information maps, six details and one oral correction.
Teacher Help · Stage 4
Accent variety supports transfer. Replay only after the learner has predicted whether have or has should follow the subject.
Stage 5 · Interview, add detail and summarise
A useful exchange has a question, answer, extra detail and listening check.
STUDENT TASK
| Safe topic | Question starter | Follow-up detail |
|---|---|---|
| useful possession | Have you got a…? | What do you use it for? |
| study or work | Has your class/team got…? | Where is it? |
| fictional person | Has he/she got…? | What is it like? |
| room or place | Has it got…? | Is it useful? |
- Ask four questions across the four topics.
- Give an answer plus one detail each time.
- Write four short notes—not full sentences.
- Summarise your partner with two has got and two hasn’t got sentences.
- Your partner corrects one summary detail.
Finish evidenceFour questions, four extended answers, four notes and one corrected summary.
Teacher Help · Stage 5
Model the exchange shape once, then remove the model. Let the learner choose a fictional profile if a topic feels personal.
Stage 6 · Final Practice: exchange, correct and retry
Use the grammar to learn and check real information.
STUDENT TASK
FINAL PRACTICE
Ask → answer → add detail → note → summarise → correct → retry
- Ask four original have/has got questions.
- Give four answers, including one negative.
- Use at least two accurate short answers.
- Summarise four details about your partner or fictional profile.
- Correct one deliberately inaccurate detail politely.
- Receive one target—meaning, form or real use—and retry the weakest exchange.
Correction language: “Not exactly. She hasn’t got a car; she’s got a motorbike.”
Score the first independent performance
MEAN · MeaningQuestions and answers clearly describe a possession, relationship or feature.
FORM · FormHave/has matches the subject; negatives, question order and short answers are controlled.
USE · Real useThe learner asks safe questions, adds useful detail, listens and corrects one summary independently.
0 · Not yetThe listener cannot identify who has what.
1 · With supportThe exchange works after one subject/form or question-order prompt.
2 · IndependentThe learner exchanges, summarises and corrects information accurately without a model.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 A1 performance evidence.
Finish evidenceEight subject choices + six question-answer pairs + four interview notes + one corrected summary + one focused retry.
Teacher Help · Stage 6
Score the first independent exchange. Give one target only, then record whether the retry improves subject choice, question order or listening accuracy.
Grammar you can use
You can now use have got and has got to exchange information about possessions, relationships and features. Continue through the Dynamic Learning Graph below.
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