Pets and possessions 2 lesson plan

“[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?”

Lesson 34 Level 2 Age 5-7

Lesson plans for ESL kids teachers

Lesson 34

Pets and possessions 2

In this lesson students continue talking about the pets they own (or don’t own) using the auxiliary verb “have“. They play some pet-related vocabulary games, sing a song about pets and read a funny pet story.

Members get accompanying flashcards, worksheets, songs and readers.

This is a full course lesson plan.

Materials:

Our lesson plans are FREE!

Sign up for accompanying:

✔ worksheets
✔ homework sheets
✔ craft sheets
✔ flashcards
✔ PowerPoint lessons & multimedia
✔ song downloads & videos
✔ classroom readers & videos

Click to see lesson details, materials and supplies

Age: 5-7 years
Time: 50 mins – 1 hour 10 mins
Objectives: Talking about different pets and possessions (using “[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] …”).
Structures: “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?”, “[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] …”, “Yes, I [hide_on_uk]do[/hide_on_uk][hide_on_us]have[/hide_on_us] / No, I [hide_on_uk]don’t[/hide_on_uk][hide_on_us]haven’t[/hide_on_us]”, “What’s your (dog’s) name?”, “What [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] is (your dog)?”, “What food does your (dog) like?”.
New vocabulary: dream pet.
Review vocabulary: Numbers 1 to 10, pet, dog, cat, hamster, rabbit, goldfish, mouse/mice, turtle, parrot, horse, elephant, [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us].

Lesson materials

Flashcards:

Pets flashcards: dog, cat, hamster, rabbit, goldfish, mouse, turtle, parrot, horse, elephant

Printables:

Our pets reader worksheet
Your pets class survey worksheet
My pet worksheet
My dream pet worksheet

Songs:

Hello song
Goodbye song
The numbers song
Do you have any pets?

Supplies:

name tags for each student
a glove puppet
[hide_on_uk]colored[/hide_on_uk][hide_on_us]coloured[/hide_on_us] crayons / pencils
a large cloth bag
cards with numbers 1-10 written on them (enough sets for groups of 3-4 students)
cushions (1 per student)
device to play the songs on

Notes:

In this lesson students continue talking about the pets that they own as well as pets they would like to own. They provide extra information about their pets, sing a song about pets and read a fun pets story. Numbers 1 to 10 are also reviewed as they will be used in the new song.

Lesson procedure:

Warm up and maintenance:

1. Greetings
Greet the students by name as they enter the classroom and gesture for them to sit down (on cushions if you have them) in a fan-shape around you.

2. Name tags
Give a blank name tag to each student to write their name on in pencil and stick it on. By now your students shouldn’t have any problems writing their names, so there is no need to give them name cards to copy from. However, keep their name cards handy, just in case some students still have problems.

Introduce glove puppet - greetings and introductions activity

3. Glove puppet greetings
Bring out your glove puppet bag and have everyone shout “Hello!“ into the bag until he wakes up and jumps out of the bag. Then model chatting with the glove puppet …

Puppet: “Hello”, What’s your name?”
Teacher: “My name is…”.
Puppet: “How are you?”
Teacher: “I’m fine, thank you”.
Puppet: “How old are you?”
Teacher: “I’m …”.

… and then have the puppet say hello to each student and ask them the same questions, including their age.

Finally, go around saying “Goodbye” and “See you” before going back into the bag and back to sleep.

4. Sing the “Hello song”
Sit in a circle and sing the song (clap along or pat knees).

Lyrics for the “Hello song”

Hello, hello,
How are you today?
Hello, hello,
How are you today?

I’m fine, thank you,
I’m fine, thank you,
I’m fine, thank you,
And how about you?

Hello, hello,
How are you today?
I’m fine, thank you,
And how about you?

Gestures for the “Hello song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Hello, hello” parts.
Gesture to others as you sing, “How are you today?”
Point to yourself as you sing, “I’m fine, thank you”
Hand gesture towards another student as you sing, “And how about you?”.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

5. Homework check
Check each student’s homework that you set in the last lesson. Ask each student some questions about their homework worksheet (e.g. “What’s this?”, “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] a mouse?”), give lots of praise, and then put some kind of mark on the homework sheet (e.g. a sticker, a stamp or draw a smiley face).

Finally, tell your students to put their homework back into their bags.

6. Do “Exercise routine” activity
Say the following and have the students follow your lead:

“Stand up” (Teacher stands and so does everyone else)
“Hands up / hands down” (do 4 or 5 times)
“Jump” (4 or 5 times)
“Kick” (4 or 5 times)
“Run! / Stop!” (4 or 5 times)
“Turn around! / Stop!” (4 or 5 times)
“Wiggle!” (a few seconds)
finally “Sit down”.

7. Do the “What’s in the bag?” activity
Time for the bag again. Before class, put a couple of new objects (e.g. a crayon, a plastic bottle, a sock, a paper cup, a leaf, a ball, a teddy, etc. – anything lying around (and safe!)) into the bag.

Show the bag to your students, shake it to rattle the objects inside, and ask, “What’s in the bag?”.

Randomly pull out different objects and teach/elicit the words – in each case, have students hold and pass the objects around. You can even have students pull the objects out of the bag instead of you taking them out – with eyes closed to make it fun!

Finally, place/throw the objects around the classroom and have each student retrieve an object as you call out its name and put it back in the bag.

8. Talk about the weather outside
Have your students look outside and ask them, “How’s the weather?”. Elicit weather words, such as:

stormy
misty
showery

warm
cool
freezing

humid
frosty
icy
drizzly

Free free to follow with the weather song and the weather board (see the Weather lesson for more information on these).

9. Review numbers 1-10
In previous lessons we learned the numbers 1-10 – this is a good time to review and have some numbers fun as we’ll be using these numbers later on in the lesson.

Before class, write each of the numbers 1 to 10 on cards in marker pen (so you’ll have a card with “1” written on it, another with “2”, and so on up to “10”). Prepare enough sets so that each group of 3 or 4 students has a set of number cards.

Start by getting everyone to stand up and count in time with you the numbers 1 to 10, holding up fingers for each number. Start slowly and get faster and faster. You can even try some count down from 10 to 1.
Next, play “Clusters”. Say, “Get into groups of 3!”. Everyone must grab someone and try and make a group of 3 people. Do this with lots of different numbers, although this will depend on the number of students in your class.
Next, put your students into teams of 3 or 4. Give each group a set of number cards (explained above) and get each group to race putting them in the correct order.
With the number cards on the desk/floor, tell your students to move them around so that they are shuffled well (but still face up). Give everyone 10 seconds to remember where the cards are. Now say, “Turn over the cards”. When everyone is ready say, “Ok, touch number 6”. Everyone must touch the card they think is number 6. Then allow them to turn the card over and check. Continue with all the other cards.
Finally collect all of the number cards by having students race up and bring you different numbers.

10. Sing “The numbers song”
Get everyone to stand up and march along and do the actions. Make sure you do the actions with the kids so that they can follow you and copy what you are doing.

Lyrics for “The numbers song”

1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Jump!
Turn around and clap your hands
And jump!

1 – 2 – 3 – 4 – 5 Kick!
6 – 7 – 8 – 9 – 10 Kick!
Turn around and clap your hands
And kick!

1 – 2 – 3 – 4 – 5 Wiggle!
6 – 7 – 8 – 9 – 10 Wiggle!
Turn around and clap your hands
And wiggle!

1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Kick!
Turn around and clap your hands
And Jump!
Kick!
Wiggle!
And Jump!

Gestures for “The numbers song”

First time you play the song do the gestures and encourage everyone to do them with you.

As the music is in a marching-style, start off with everyone marching enthusiastically on the spot to the rhythm.
Whilst marching, count off the numbers on your fingers as the numbers are sung.
Do each action word (e.g. jump, turn around, clap your hands, etc.) at the point they are sung in the song.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

11. Review the pets
Let’s review the pets vocabulary from last lesson with the pets flashcards. Put students into pairs and bring everyone’s attention to you. Sit facing the students with the pack of flashcards facing you. Quickly turn over one card – pairs are going to race each other to say the pet words. Each time you turn over a card have students slam their hands onto their desks. First one to slam the desk gets to answer to win a point.

At the end, the student from each pair with the most points is the winner. You can then change pairs for additional rounds.

12. Let’s ask pet questions!
Let’s have a chat about pets which reviews questions from previous lessons. Split your class into groups of 3 or 4 (if you have a small class, just do the activity as a single group).

Stick a pet flashcard (e.g. hamster) onto the board and write the following sentences next to it:

Have a volunteer ask you the first set of questions. Then change the flashcard to a different pet and have a different volunteer ask you the same questions. This will show everyone what they will need to do.

Go back to the first pet (the hamster) and the groups work together asking each other the questions on the board. Each round change the flashcard. Continue until all the pets have been discussed and then ask each group for some feedback.

Board layout for the Ask about favorite pets activity

13. Ask about [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us] pets
Let’s finish the pets review with a quick class survey to find out the overall [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us] pet of the class. Stick all the pets flashcards to the board and write at the top, “What’s your [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us] pet?”. Then say what yours is using the structure, “My [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us] pet is …” and allocate that pet 1 point.

Then go around the class asking the question and adding points to the pets until you have an overall winner at the end.

New learning and practice:

1. Sing the “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?” song
Get everyone to stand up. Make sure the flashcards are on the board in the order of the song, or alternatively, use the song poster. As the song is playing, have everyone march on the spot in time with the music and do the actions described below in the gestures section for the song. Play the song 2 or 3 times until everyone has got the hang of it.

Lyrics for “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?”

Chorus:
[hide_on_uk]Do you, do you, do you[/hide_on_uk][hide_on_us]Have you, have you, have you[/hide_on_us]
[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?
[hide_on_uk]Do you, do you, do you[/hide_on_uk][hide_on_us]Have you, have you, have you[/hide_on_us]
[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?

Yes! Yes!

Verse 1:
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] a dog (a dog!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 2 cats (2 cats!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 3 hamsters (3 hamsters!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 4 rabbits (4 rabbits!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 5 goldfish (5 goldfish!)

Chorus

Verse 2:
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 6 mice (6 mice!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 7 turtles (7 turtles!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 8 parrots (8 parrots!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 9 horses (9 horses!)
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] 10 elephants! (10 elephants! No way!)

Chorus

Verse 3:
[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us]
a dog
2 cats
3 hamsters
4 rabbits
5 goldfish
6 mice
7 turtles
8 parrots
9 horses
and 10 elephants!

No way!

Gestures for “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?”

The actions are very simple for this song:

for the chorus, march along on the spot as you sing (it is a marching-style song)
for the verses:
– Option 1: hold up your hands (fists closed) and count off the numbers with your fingers as you sing (whilst still marching).
– Option 2: print off the pets flashcards and stick around the classroom walls (in the order of the song). As you sing, point to each animal (whilst still marching).

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

2. Read and write time
This segment can be part of all your lessons. Spend 10 to 15 minutes building up your students’ writing and reading skills. You’ll need to assess your students’ reading/writing level and then choose to start at one of the following stages:

Reading and writing activities by level:

1. Beginners: students cannot read or write the alphabet.
Each lesson introduce 3 lower-case letters of the alphabet (first lesson will be a, b, c). Use flashcards to do this. Play alphabet games and do printing worksheets.
» See our ‘Alphabet a-z (lowercase)’ mini-lesson plans for full details.

2. Early starters: students have experience with the alphabet but need phonics practice.
Each lesson introduce 5 lower-case letters of the alphabet (first lesson will be a, b, c, d, e). Use flashcards to do this. Start by working on the sounds of the letters and then move onto letter clusters (e.g. sh, ee, etc).
» See our ‘Alphabet’ and ‘Letter clusters’ mini-lesson plans for full details.

3. Early readers.
Work on reading and writing simple sentences with lots of practice activities.
» See our ‘Early reading’ mini-lesson plans for full details. (click on “Early reading” tab)

4. Elementary readers: students can read and write simple sentences well.
Work on reading and writing short texts and stories.
» See our ‘Reading short texts’ mini-lessons for full details. (click on “Reading short texts” tab)

3. Read classroom reader “Our pets”
This reader follows on from the song and also leads nicely onto the next activity as it reinforces the animal vocabulary as well as the structures “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] …?” and “[hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] …”.

Before class, download and print off the reader “Our pets”. As you go through each page elicit each animal and get everybody to guess/speculate which pet each animal has, for example:

Teacher: (on page 1) Look, what animal is this?
Students: Elephant!
Teacher: Yes, well done! … (reading) … “Hello, elephant! [hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?” … Now, what do you think this is? (pointing at the hidden animal on page 1)
Students: Um … a dog? … a horse?
Teacher: Let’s see … (turns to page 2, reading) … “Yes, [hide_on_uk]I have[/hide_on_uk][hide_on_us]I’ve got[/hide_on_us] a pet horse”. A horse, very good!

Continue through the story, eliciting the vocabulary and getting everyone to guess what pet each animal has. Make sure the students are really involved in the story by asking lots of questions (e.g. asking students if they also have the same pets as the animals).

After reading the story, give out a reader worksheet to each student and read through the story one more time (without stopping for questions, etc.) as students draw lines to match the owners to their pets. Then go through the answers as a class.

Alternatively, watch our video version of the reader (Internet connection required).

4. Do the “Your pets class survey”
Give out the survey worksheets to each student. Model how to do the first line – by writing in their own names filling in their answers. Then get everyone to mingle and ask as many students as they can about their pets. For students who don’t have pets, we have added the “Which new pet would you like?” section, so they have something to answer … everyone can answer this even if they already have pets.

When everyone has finished, tally up on the board the number of pets everyone has to find out which is the most popular pet. Also, find out which new pet most people would like.

Wrap up:

1. Assign homework: “My pet” or “My dream pet” worksheet
Use the “My pet” worksheets for students who have pets and the “My dream pet” worksheets for students who don’t have any pets.

It is worth giving a model answer to this writing task, giving information such as the pet’s name, age, size, [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us], [hide_on_uk]favorite[/hide_on_uk][hide_on_us]favourite[/hide_on_us] foods, etc.

Give out the worksheets and say, “Put your homework in your bags” and help them to do so – this is important as they will probably want to start working on them right away.

2. Say goodbye to the glove puppet
Take out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. “Cookie Monster!”). Bring out the puppet and go through the same routine – go to each student and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).

3. Sing the “Goodbye song”
Sit together in a circle and sing and clap along.

Lyrics for the “Goodbye song”

Goodbye, goodbye,
See you again.
Goodbye, goodbye,
See you again.

It’s time to go,
It’s time to go,
It’s time to go,
See you next time.

Goodbye, goodbye,
See you again.
It’s time to go,
See you next time.

Gestures for the “Goodbye song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Goodbye, goodbye” parts.
Hold your hand above your eyes (as you would when you are looking into the distance and keeping the sun out of your eyes) and look at another student as you sing, “See you again”.
Tap watch (or imaginary watch) and then point to the door as you sing, “It’s time to go”.
Point towards another student as you sing, “See you next time”.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

4. Do “Quick check” and say goodbye
Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and the students.

For each student ask, “[hide_on_uk]Do you have[/hide_on_uk][hide_on_us]Have you got[/hide_on_us] any pets?”. If the answer is “Yes, I [hide_on_uk]do[/hide_on_uk][hide_on_us]have[/hide_on_us]”, follow up with questions such as “What’s your (dog’s) name?”, “What [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] is (your dog)?”, “What food does (your dog) like?”. For students without pets, ask “What is your dream pet?”.

When each student responds correctly let them leave. If they make a mistake, have them go back to the end of the line – they will have to try again once they reach the front!