Sabahattin Aluç Sabahattin Aluç

Grammar - Verbs: have/go/live/like
Elementary level


In this lesson, a number of the most frequently used verbs in English and their usage within certain contexts are introduced to the students. The teacher starts with an introduction of himself (home country, family, likes). Modeling and drilling follows. Students read exercises from the handouts, listen to the recording and then complete the chart at hand. Individual work and mingling is involved in the process. The teacher asks the students to talk about their own families, likes and home country and provides feedback. The teacher concludes the session with a wrap-up activity.


Abc Rick's life - R
Abc Gap-fill handout
Abc Pictures
Abc Rick's life - L
Abc Rick's family - WB

Main Aims

  • To provide clarification of verbs: have/go/live/like in the context of students' personal details, families, likes

Subsidiary Aims

  • To provide scan reading practice using a text about Rick and his family in the context of Rick's life
  • To provide specific information listening practice using a text about Rick's family in the context of Rick's life
  • To provide accuracy speaking practice in a conversation in the context of students' personal details, families, likes


Lead-in (4-6 minutes) • To familiarize the students with the topic

The teacher shows a number of pictures of himself to give some information about his home country, his hobbies and his family in order to draw the students' attention to the topic and to familiarize them with the basic grammatical structures in such contexts, modeling and drilling examples in the end.

Listening (5-7 minutes) • To improve students' skills in eliciting specific information while listening

The teacher hands out a list of "fill in the gap" questions and asks to students to work individually to complete the chart while listening. The recording might have to be played more than once. SS compare answers and the teacher monitors, then provides whole-class feedback.

Writing - Speaking (7-10 minutes) • To give the students a chance to write down something about themselves and use them in practice.

The teacher asks the students to write down at least three statements about themselves. The teacher monitors and helps in case of need. When the writing task is over, the teacher asks the students to mingle in the middle of the classroom and tell each other about themselves, using what they have written. The teacher monitors.

Modeling, drilling and speaking (5-7 minutes) • To consolidate the use of basic structures

The teacher hands out pictures and introduces Rick himself, modeling and drilling a few basic structures. Then the teacher personalizes the case by referring to his own family and creates a space for student participation by asking them questions about their families.

Reading & comprehension (8-10 minutes) • To improve the students' reading and comprehension skills

The teacher hands out a reading text along with a number of questions and asks the students to change their seats according to the "Change seats if..." activity, forming groups of three in the end to collaborate. The teacher monitors the groups without intervention, provides whole class feedback in the end.

Wrap-up (5-10 minutes) • To go through the topics of the day

The teacher asks various questions about the topics of the day before ending the session. While the teacher does not choose anyone in particular to answer, he asks for further exemplification from those who respond. The teacher thanks and ends session.

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