Have got and Has got ESL Games, Activities and Worksheets
In this fun has got information gap activity, students race to complete missing subjects in a school timetable by asking and answering questions with has got. In pairs, students take turns asking and answering questions with has got using the missing subjects shown on their worksheet, e.g. 'Has Emma got a chemistry lesson at 9:30 on Monday?' When a student receives a 'Yes, she has' response from their partner, they write the school subject in the timetable. If a student receives a 'No, she hasn't' response, they must wait until their next turn to ask another question. The first student to complete Emma's timetable is the winner. As an extension, students write sentences about Emma's school timetable using has got.
This inventive have and has guessing game helps students practice have and has in affirmative and negative sentences and Do you have...? questions. First, students read each statement and write either I have or I don't have in the column marked 'Me', depending on whether they have or don't have the thing mentioned in the sentence. In pairs, students then guess whether their partner has or doesn't have the same things by writing He/She has or He/She doesn't have in the 'My partner' column, e.g. 'She doesn't have (a pet dog).' Next, students take turns finding out if their guesses are right or wrong by asking Do you have...? questions to their partner, e.g. 'Do you have a pet dog?' Their partner then gives their answer. If the student guessed correctly, they put a tick in the last column. If not, the student puts a cross. The student with the most correct guesses in each pair wins. This game can also be used with have got, has got and Have you got...?
Here is an engaging have got and has got game to help students practice have and has got questions and short answers. Students begin by marking five ships on their battleships grid. Students then use the subjects and noun phrases as coordinate markers and make Have got and Has got questions from them to find their partner's ships, e.g. 'Has she got long hair?' If the answer is 'Yes, she has', it means hit. The student then marks the square with a tick. If the reply is 'No, she hasn't', it's a miss, so the student marks the square with a cross. Students take turns asking and answering questions until one student has found and destroyed all five of their partner's ships. That student wins the game.
This free have got and has got worksheet helps students learn and practice how to use have got and has got in affirmative and negative sentences, and questions. To begin, students put subjects in the correct category, according to whether they are used with have got or has got. Next, students underline the correct have got verb form in each sentence. Students then complete sentences with haven't got or hasn't got. Students then move on to complete questions with have or has and then match them to answers. After that, students rewrite sentences, replacing the words in bold with the correct form of have got or has got. Next, students complete questions with much or many and have or has and then complete a chart with answers to the questions. Afterwards, students ask a partner the questions and write down their answers in the chart. Finally, students complete sentences based on the results.
In this has got speaking activity, students ask and answer questions with has got and complete a chart that describes the facial features of various people. In pairs, students take turns asking questions with has got and completing the chart on the worksheet with their partner's answers, e.g. 'Has Matthew got short, straight hair?' When the students have finished, they check their answers by comparing worksheets. As an extension, students write descriptions of the people in the chart using has got.
In this rewarding have got game, students use Have you got...? questions to ask for things they need for a holiday. Each student has a picture card and a corresponding item card. The item card shows the things the students need to pack and the picture card shows things they've got but don't need. In order to get the items they need, students ask and answer Have you got...? questions with the other people in their group. If a student is asked for an item that they have on their picture card, they reply 'Yes, I've got...' and cross the item off their picture card. The student asking for the item, then crosses it off their item card. When a student has obtained an item, they move on and speak to someone else. The first student to find all the items they need for their holiday is the winner.
In this entertaining have got game, students use cards to make true sentences, describing physical appearance with have, have got, haven't got, has, has got and hasn't got. The aim of the game is to make as many true sentences as possible. In groups, students take turns looking at their word cards and making a true sentence, describing themselves or other people in the class. The sentence may be affirmative or negative, according to the cards they have in their hand. If a student can make a true sentence that is at least four words long, they lay the cards down on the table and read the sentence, e.g. 'I have got blue eyes.' Students may make one word plural if they have a suitable pronoun, e.g. 'They have small noses.' If a student cannot make a sentence, they exchange as many cards as they like with the cards from the pile to use on their next turn. The student with the most sentences on the table at the end of the game wins.
In this useful have got and has got activity, students learn vocabulary for basic everyday items and practice talking about what they and a partner have and haven't got. First, students match words to pictures of items commonly found in a bag and write the words underneath the pictures. Students then write a list of eight things they have got in their bag using the items from the worksheet. Next, students take turns telling a partner the items they have and haven't got in their bag. The other student puts a tick on their worksheet next to the items their partner has got and a cross next to the items they haven't got. Lastly, students complete sentences about what their partner has and hasn't got in their bag.
In this insightful have got speaking activity, students find out what people in the class have got by asking and answering questions. The students' task is to find out how many people in the class or group have got the things marked on their card. Students begin by preparing the questions they need to ask for the activity. Students then go around the class asking and answering their Have you got...? questions, e.g. 'Have you got a mountain bike?' Each time someone answers 'Yes, I have' to a question, students put a tick on the back of their card. When the students have finished, they take turns reporting back to the class on the information they found out using have got and has got.
Here is a free have got Find Someone Who activity to help students practice asking and answering Have you got questions. Students start by going through the items on the worksheet and forming a Have you got...? question for each one. Students then write three more questions of their own at the end. Next, students go around the class asking the questions to one another, e.g. 'Have you got an older sister?' When a student finds someone who answers 'Yes, I have', they write down that person's name and ask a follow-up question (e.g. 'What's her name?'), noting down the answer. When everyone has finished, students write sentences about what they found out using has got. Students then report back to the class by reading their sentences aloud.
In this productive have got game, students make as many have got Wh questions as possible from word cards. Each word can be used more than once and singular nouns can be changed to plural nouns. One student goes first and makes a question with the cards, e.g. 'What have you got in your bag?' If the other group members agree the question is correct, the student writes it down and scores a point for each word card used in the question. The student then asks the question to the person on their right. If the person answers correctly, they score a point. The word cards are then placed back with the other cards. Students take turns making questions until all the possibilities have been exhausted. The student with the most points at the end of the game is the winner.
This have got game helps students practice forming statements, questions and short answers with have got. First, students read each statement and write 'I have got' or 'I haven't got' in the column marked 'Me', depending on whether the statement is true for them or not, e.g. 'I have got a new phone.' Next, working alone, in pairs, students guess whether the same statements are true for their partner by writing 'He/She has got' or 'He/She hasn't got' in the 'My partner' column, e.g. 'He hasn't got a new phone.' Next, students take turns finding out if their guesses are right or wrong by asking Have you got...? questions to their partner, e.g. 'Have you got a new phone?' Their partner then gives their answer. If the student guessed correctly, they put a tick in the last column. If not, the student puts a cross. The student with the most correct guesses at the end of the game wins.
In this amusing has got activity, students describe monsters to a partner using has got. This activity is useful for practicing has got for appearance. One student goes first and describes monster number 1 to their partner who listens and numbers the monster being described on their worksheet. The student then moves on to describe the other monsters in turn until all four monsters have been identified by their partner. Students then swap roles. Following that, students take turns describing the monster shown on their worksheet for their partner to draw. Afterwards, the two students compare worksheets to check their answers and compare monsters.
This comprehensive have got and has got worksheet helps students review the affirmative and negative forms of have and has got. First, students read descriptions of six homes for rent. Students then write the two rental homes that correspond with each statement. Next, students read descriptions of people looking for homes to rent and write sentences about what the people have got and haven't got. After that, students use affirmative and negative forms of have got and has got to complete sentences about which home for rent they think is best for all the people and why.
