Grammar: Using the Verb “To Have” for Primary 2

Class: Primary 2
Term: First Term
Week: 10
Age: 7 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Grammatical Accuracy
Previous Lesson: Speech: Expressing Past Actions
Topic: Grammar: Using the Verb “To Have”
Subject Matter: Using the verb “to have” (i) I /YOU/WE/THEY/HAVE A BAG. (II) I don’t have a bag

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify the verb “to have” in sentences.
• State how “have” is used with pronouns like I, You, We, and They.
• Form simple positive sentences using “have” with the specified pronouns.
• Form simple negative sentences using “don’t have” with the specified pronouns.

Affective Domain

• Show enthusiasm for learning new grammar rules.
• Participate actively in sentence-making activities.

Psychomotor Domain

• Write simple sentences correctly using “have” and “don’t have”.
• Demonstrate the use of “have” and “don’t have” in oral sentences.

Reference Materials

The following resources were used in planning this lesson:

• 2014 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 2 English Language Textbook
• FCT ERC/NAPPS Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Chart showing sentences with “have” and “don’t have”
• Textbook
• Notebook
• Flashcards of various objects (e.g., a bag, a book, a pen)
• Reading text with examples of “to have”

Rationale for the Lesson

Understanding the verb “to have” is fundamental for pupils to express possession and describe things they own or do not own. This lesson helps pupils build foundational grammar skills, enabling them to construct clearer and more accurate sentences in their everyday communication and writing.

Prerequisite/Previous Knowledge

Pupils should be familiar with basic pronouns like I, You, We, and They, and have some understanding of simple sentence structures.

Lesson Content/Board Summary

Grammar: Using the Verb “To Have”

Meaning of “To Have”

The verb “to have” is used to show that someone owns or possesses something. It tells us what people or things possess.

Using “Have” in Positive Sentences

We use “have” with the pronouns I, You, We, and They to show possession.

Examples:

1. I have a bag.
2. You have a book.
3. We have new shoes.
4. They have many toys.

Using “Don’t Have” in Negative Sentences

We use “don’t have” to show that someone does not own or possess something. It is the short form of “do not have”.

Examples:

1. I don’t have a bag.
2. You don’t have a pencil.
3. We don’t have a car.
4. They don’t have a pet.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Motivation

Teacher’s Activity: The teacher greets the pupils and asks them to recall some pronouns they know (I, You, We, They). The teacher then shows a bag and asks, “What do I have?”

Pupils’ Activity: Pupils respond by naming pronouns and answering the teacher’s question, “You have a bag.”

Learning Point: Introduction to “have”

Step 2: Explanation of “Have”

Time: 8 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains that “have” is a verb used to show possession. The teacher writes “I have a bag” on the board and points to the words, explaining their meaning. The teacher then makes more sentences with “have” using I, You, We, They, and shows flashcards of objects.

Pupils’ Activity: Pupils listen attentively and observe the sentences on the board and flashcards.

Learning Point: Meaning of “have”

Step 3: Guided Practice (Positive Sentences)

Time: 8 minutes

Teaching Skill: Guided Practice/Sentence Construction

Teacher’s Activity: The teacher guides pupils to make sentences using “have” with I, You, We, and They. For example, “You have a book,” “We have new uniforms.” The teacher encourages pupils to use the flashcards to form sentences.

Pupils’ Activity: Pupils listen to the teacher and make sentences on their own, using “have” with the given pronouns and objects from the flashcards.

Learning Point: Forming positive sentences

Step 4: Explanation of “Don’t Have”

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains how to form negative sentences using “don’t have” (do not have). The teacher writes “I don’t have a bag” on the board and explains that it means “I do not have a bag.” The teacher gives more examples.

Pupils’ Activity: Pupils listen and observe the examples of negative sentences.

Learning Point: Meaning of “don’t have”

Step 5: Guided Practice (Negative Sentences)

Time: 7 minutes

Teaching Skill: Guided Practice/Sentence Construction

Teacher’s Activity: The teacher guides pupils to make negative sentences using “don’t have” with I, You, We, and They. For example, “You don’t have a pen,” “We don’t have a big house.” The teacher uses flashcards to prompt negative sentences.

Pupils’ Activity: Pupils listen to the teacher and make negative sentences on their own, using “don’t have” with the given pronouns and objects.

Learning Point: Forming negative sentences

Step 6: Reinforcement and Application

Time: 6 minutes

Teaching Skill: Reinforcement/Application

Teacher’s Activity: The teacher writes various pronouns and objects on the board and asks pupils to form both positive and negative sentences orally. For example: “I / a pencil”, “They / a car”.

Pupils’ Activity: Pupils take turns forming sentences, saying “I have a pencil” or “I don’t have a pencil,” and “They have a car” or “They don’t have a car.”

Learning Point: Applying “have” and “don’t have”

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What verb do we use to show possession?
2. Make a sentence using “I have…”
3. Make a sentence using “You don’t have…”
4. Complete: “We _______ a ball.” (have/don’t have)

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding “to have”

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on using “have” and “don’t have” into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 2 minutes

Teaching Skill: Summarization

Teacher’s Activity: The teacher briefly reminds pupils that “have” is for showing what we own, and “don’t have” is for what we don’t own, especially with I, You, We, and They. The teacher encourages them to practice at home.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Consolidation of “to have”

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following sentences using “have” or “don’t have”.

1. I _______ a new pencil.
2. You _______ a big house.
3. We _______ a pet dog.
4. They _______ a red car.
5. I _______ a bicycle (if you don’t own one).

Lesson Keywords

• Verb – A word that describes an action or a state of being.
• Have – To own or possess something.
• Don’t have – To not own or possess something.
• Pronoun – A word that takes the place of a noun (e.g., I, You, We, They).

Differentiation

For struggling learners: Provide pre-written sentence starters and allow them to choose words from a list of objects. Use more visual aids and repetition. Pair them with stronger learners for guided practice.

For advanced learners: Encourage them to create more complex sentences or describe multiple items they have or don’t have. Ask them to write a short paragraph about their possessions.

Suggested Lesson Videos

To deepen understanding of using the verb “to have,” search on YouTube for “Primary 2 English grammar verb to have” or “Learn to use have and don’t have for kids”.