Daily Lesson Plan -- Lesson 6

Use of "Has" and "Have"

Subject: English | Class: Prep | Series: Leeds

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Overview

This lesson teaches children when to use "has" and when to use "have". Children look at simple pictures of friends with a ball, a bat and snacks, and then fill in the blanks with "has" or "have".

Learning Objectives

• Know that "has" is used with one person or thing (but not with "I" and "You")
• Know that "have" is used with more than one, and also with "I" and "You"
• Read simple sentences with "has" and "have" from the book
• Say short sentences about the pictures using "has" and "have"
• Fill in the blanks with "has" or "have"

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Day 1: Learning "Has" and "Have" (40 minutes)

Materials

• Textbook page 12, a ball, a bat, a small snack

Warm-Up (10 minutes)

• Hold up a ball and say: "I have a ball."
• Give the ball to one child and say: "He has a ball." or "She has a ball."
• Let children take turns holding the ball while the class says the sentence

Main Activity (20 minutes)

• Open page 12. Read the rule slowly:
  • "'Has' is used with singulars but not with 'I' and 'You'."
  • "'Have' is used with plurals and also with 'I' and 'You'."
• Explain in simple words: one boy, one girl, one animal = has. Two or more, or I, or you = have.
• Read the sentences and ask children to repeat:
  • "This is Ali. He has a ball."
  • "This is Arman. He has a bat."
  • "They are friends. They have snacks to eat."
• Point to each picture and ask: "Who has a ball?" "Who has a bat?" "What do they have?"

Wrap-Up (10 minutes)

• Say "one" or "many" and children call out "has" or "have"
• Children say "I have ..." about something on their desk

Differentiation

• Support: Use real objects and let the child hold them while saying the sentence
• Extension: Ask children to say a sentence with "has" and one with "have" about the page 12 pictures

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Day 2: Activity Time (40 minutes)

Materials

• Textbook page 13, flashcards with the words "has" and "have"

Warm-Up (10 minutes)

• Read page 12 again together
• Hold up the "has" and "have" flashcards and read them with the class

Main Activity (20 minutes)

• Look at each picture on page 13 and talk about it
• Read each sentence aloud and let children choose "has" or "have":
  1. The parrot ___ a chilli. (has)
  2. We ___ a car. (have)
  3. She ___ an ice cream. (has)
  4. They ___ food. (have)
  5. Ali ___ a balloon. (has)
• Children write the answers in the book. Help them copy the words neatly.

Wrap-Up (10 minutes)

• Read all five finished sentences together
• Ask: "Why do we say 'We have' and not 'We has'?"

Differentiation

• Support: Give children the two flashcards to hold up before they write
• Extension: Children read the five sentences on their own

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Day 3: Practice and Review (40 minutes)

Materials

• Textbook pages 12-13, a ball, a bat, a balloon or pictures of them

Warm-Up (10 minutes)

• Play "has or have": the teacher points to one child, then to a group, and the class says the right word

Main Activity (20 minutes)

• Give a ball to one child and a bat to another. The class says: "He has a ball." "He has a bat."
• Put two children together and say: "They have ..."
• Practise the book sentences in pairs: one child reads, the other points to the picture

Wrap-Up (10 minutes)

• Recap the rule: one = has; many, I, you = have
• Children say one sentence each using "has" or "have"

Differentiation

• Support: Let children repeat after the teacher
• Extension: Children write two sentences from page 12 in their notebooks

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Teaching Tips (from textbook)

• "Has" is used with singulars but not with "I" and "You"
• "Have" is used with plurals and also with "I" and "You"
• Use the pictures to help children see one person or many people