Michael Clayton Michael Clayton

Michael lesson 3
Beginner level


In this lesson, students learn how to use all present tense forms of the verb "to have" (possession). This will be done through a reading and multiple practice exercises.


Abc PP 1
Abc PP 2
Abc PP 3
Abc Info cards
Abc Copies of text
Abc Pronoun and verb cutouts
Abc Exercise 1, page 28

Main Aims

  • To provide practice and clarification of all present tense forms of "to have" (possession)

Subsidiary Aims

  • To provide gist and detailed reading related to personal info (i.e. family structure, family members, names, jobs)


Lead In (1-2 minutes) • To get students thinking about Patty's family structure

Put a picture of Paddy and his family up on the board. Ask students where Paddy is from. Ask sts if they recognize Donny and Paul.

Gist reading (5-10 minutes) • Get general overview of the reading

Hand out copies of reading, and give sts one minute to read text on their own. Then have students work in pairs to determine what is true and what is false. WC feedback on the board with students explaining why something is false. Demo instructions OB

Detailed Reading (10-15 minutes) • To hit home the lesson point

Ask sts to read one more time individually before flipping their readings over. Have sts from three(or four, depending on class size) groups with each group circled around two tables. Hand out pronouns and forms of "to have." Groups should match the pronouns from page 27 with their appropriate verb,

Clarification (5-5 minutes) • Make sure that students are clear on meaning, form, and pronunciation

Put the 2nd, 3rd, and 4th sentences up on the board. Use ICQs to show the different types of possession (did he buy his son?). Highlight the form of third person singular. Lastly, detail pronunciation of has /haz/.

Controlled Practice (5-10 minutes) • To check that every student is good with TL

Hand out exercise 1 from page 28 of NHB. Have students work individually and then pair check.

Freer Practice (10-15 minutes) • Production

Hand out one info card (Name, Job, Spouse, Spouse's job, Children, Child's job) to each student. Then, have students go around and tell their cards info to other students using TL. Have students share info with at least 3 of their classmates. If necessary, have students switch cards and share info again

Flex activity (10-15 minutes) • Personal TL to students' lives

Have sts write their own info down (Name, job, spouse, spouse's job, children, child's job). They can use siblings' info if they are single. Have students present after they have written down their info.

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