haslhave and possessive’s. However, do not over-correct students as this may affect .their levels of confidence. PRACTICE (SBp.24) has/have 1. Focus attention on the example. Students then work individually to complete the exercise. Have students check their answers in pairs before checking with the whole class. Answers 2. My parents have a house in the country. 3. My wife has a Japanese car. 4. My sister and I have a dog. 5. You have a very nice family. 6. Our school has fifteen classrooms. 7. We have English classes in the evening. 2. This exercise provides some freer practice and extends the context to talking about the students school. It also provides practice with the it form of have. Focus attention on the examples in the speech bubbles. Drill the sentences chorally and individually. List the categories students can talk about on the board: number of teachers/students/classrooms; size of school; equipment at your school (e.g., TV, DVD player, CD player, computers). You will need to modify the examples to include equipment that students know you have at your school so that they only generate affirmative sentences. Divide the class into pairs, and have students talk about their school. Monitor and check for correct use of has/have. ADDITIONAL MATERIAL … … … Workbook Unit 4 Exercise 4 has/have Questions and answers 3. This exercise reviews the question words students have covered to date. Focus attention on the example, and then have students match the other questions and answers.
haslhave and possessive’s. However, do not over-correct students as this may affect .their levels of confidence. PRACTICE (SBp.24) has/have 1. Focus attention on the example. Students then work individually to complete the exercise. Have students check their answers in pairs before checking with the whole class. Answers 2. My parents have a house in the country. 3. My wife has a Japanese car. 4. My sister and I have a dog. 5. You have a very nice family. 6. Our school has fifteen classrooms. 7. We have English classes in the evening. 2. This exercise provides some freer practice and extends the context to talking about the students school. It also provides practice with the it form of have. Focus attention on the examples in the speech bubbles. Drill the sentences chorally and individually. List the categories students can talk about on the board: number of teachers/students/classrooms; size of school; equipment at your school (e.g., TV, DVD player, CD player, computers). You will need to modify the examples to include equipment that students know you have at your school so that they only generate affirmative sentences. Divide the class into pairs, and have students talk about their school. Monitor and check for correct use of has/have. ADDITIONAL MATERIAL … … … Workbook Unit 4 Exercise 4 has/have Questions and answers 3. This exercise reviews the question words students have covered to date. Focus attention on the example, and then have students match the other questions and answers.