 Basic  Intermediate  Advanced

Lesson Plan
Business/Materials Lesson Objectives
 Class Book (Basic 1 Structure)  Students will become familiar with the form
 Scan of Class Book of the verb “Have” through examples and
 PPT w/ have and has and practice.
demonstratives  Students will be able to use the correct form
 A set of cards w/ student names of have (have or has) in exercises.
and a set of cards with pictures  Students will be able to identify when to use
from PPT have or has and the verb “have” vs. the verb
 Conversation from book copied “be”
and cut into strips  Students will become familiar with
demonstratives through an example
conversation in the student class book.
 Students will be able to identify the
demonstratives: “this, that, these, those.”
 Students will be able to use the correct form
of demonstratives in discreet exercises.
Warm-up and Objective Discussion
1) Project PPT on board (include pictures of family members, what they own, hometown,
etc). Use the pictures on the slide of my brother to form sentences “using have”.
“He has a big house.” “He has four llamas.” “He has two dogs.”
2) Show the pictures of my sister and elicit sentences based on the pictures.
3) Show pictures of my hometown and elicit sentences based on the pictures.
Instruct and Model  R  W  L  S
1) Show students examples.
2) Elicit grammar point from students.
3) Explain “have and has” form
 I have
 He, She, It has
 You have
 We have
 They have
4) Based on the PPt explain when to use have / has.
 Relationships  “I have a brother in VT.”
 Possession  “I have a sister in VT”
 Experience  “We have fun when we are together.”
5) Book Work
 Display book pages on the board with a projector.
 Write page number on the board.
 Open the book to the correct page.
 Create the context by looking at pictures and asking students questions about
the pictures.
 Go over one, two or three examples with students.
  Put students in pairs or small groups to compare answers.
 As a class go over the answers orally and write the answers in the correct space
(remember it’s projected on the board). OR have students come to the board to
write their answers (time permitting).

Guided Practice  R  W  L  S
Have / Has
1) Show students the PPt. Read examples. Based on the pictures, elicit answers from
students.
2) Write the form and use of “have and had” on the board.
3) Make two piles of cards on the desk (pictures from the PPt and student names)
 Pull the top card from each pile. Have students create sentences using the
prompts (names + object to practice possession).

Demonstratives
4) Show students the PPt. Read examples. Based on the pictures, elicit answers from
students.
5) Write demonstratives on the board
Singular Plural
This  These  
That  Those 

Orally elicit this / that / these / those with props from around the class.
Independent Practice  R  W  L  S
Have / Has
1) Students practice in their book.
2) Students compare answers with partners.
3) Students volunteer answers orally, or by writing them on the board.

Demonstratives
4) Students practice in their book.
5) Students compare answers with partners.
Students volunteer answers orally, or by writing them on the board.

Assessment  R  W  L  S
1) In class writing about family and hometown.
2) Study for Unit test