Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Write two sentences on the board:

When I was a child, I ___ a lot of toys.

When I was five, I ___ read.

Students choose had or could.

Elicit

Had → things / experiences

Could → ability

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

7 min

Ex: 7 P:61

Direct students’ attention to the table.

Read through the table together with the class.

Ask guiding questions such as:
What word do we use to make the past simple negative?
Where does did go in a question?

Elicit that in the past simple we use did for both forms.

Elicit the negative form:

Subject + didn’t + have

Elicit the interrogative form:

Did + subject + have … ?

Highlight that have stays in the base form in negatives and questions.

Write one example of each form on the board and check understanding with the class.

Differentiation:

Weaker class: Provide sentence frames on the board (I didn’t have… / Did you have…?).

Stronger class: Encourage students to form short dialogues using didn’t have / did … have?

Values Link – Adal Azamat: Respect for Law and Order. Explain that understanding and following rules is important for fairness and safety.

Pupils read the table. Answer the question.

ANSWERS

We form the negative form of had with a personal pronoun + didn't have which is the same in all persons. We form the interrogative form of had with did + a personal pronoun + have which is the same in all persons

Descriptor:

- Identifies how the verb have forms the negative and interrogative in the past simple.

- Recognises the use of did / didn’t with the base form have.

Total: 2 point

Student’s book

10 min

Ex: 8 P:61

Explain the task clearly and tell students they must complete the sentences using had or didn’t have.

Draw students’ attention to the picture and ask them to look at it carefully.

Elicit one example orally from the class to remind them of the form.

Ask students to complete the task individually.

Monitor the class and provide support where necessary.

Ask students to check their answers in pairs.

Check answers with the whole class by asking students to read out their completed sentences.

Correct any common mistakes and briefly reinforce the rule.

Differentiation:

Weaker class: Allow students to choose from had / didn’t have given in brackets..

Stronger class: Ask students to write one extra sentence using had and one using didn’t have.

Values Link – Adal Azamat: Respect for Law and Order. Explain that justifying answers with rules reflects fairness, honesty, and thoughtful decision-making—key qualities of an Adal Azamat.

Pupils complete the sentences with had / didn’t have

ANSWERS

1 didn't have

2 didn't have

3 didn't have

4 had

5 didn't have

6 didn't have

7 didn't have

8 had

Descriptor:

- Completes sentences using had and didn’t have correctly.

- Uses visual information from the picture to support meaning.

Total: 3 point

10 min

Ex: 9 P:61

Explain the task clearly and draw students’ attention to the phrases provided (e.g. Did you have…?, Yes, I did / No, I didn’t).

Model one question and answer with a student to demonstrate how to use the phrases.

Put students into pairs and ask them to ask and answer questions using the phrases to find out information.

Remind students to listen carefully and respond appropriately.

Monitor the activity around the class, helping with question formation and pronunciation.

Stop the activity and ask some pairs to ask and answer in front of the class.

Give brief feedback, praising good examples and correcting common errors.

Differentiation

Weaker class: Allow students to read from the phrases while speaking.

Stronger class: Ask students to give longer answers with extra details.

Values Link – Adal Azamat: Emphasise following instructions, working carefully, and respecting others’ ideas during discussion.

Pupils answer the question. Use the phrases to find out.

ANSWERS

A: Did you have short hair at the age of five?

B: Yes, I did./No, I didn't.

A: Did you have a dog at the age of five?

B: Yes, I did./No, I didn't.

Descriptor:

- Uses the given phrases to ask and answer questions correctly.

- Forms questions and short answers accurately in the past simple.

Total: 3 point

8 min

Ex: 11 P:61

Explain that students must complete the sentences using could or couldn’t.

Remind students that could is used for past ability, and couldn’t for lack of ability.

Ask students to complete the task individually.

Monitor the class and provide help where necessary.

Ask students to check their answers in pairs.

Check answers with the whole class by asking students to read out the completed sentences.

Clarify any mistakes and briefly reinforce the rule.

Differentiation

Weaker students: Write a simple reminder on the board (could = was able to / couldn’t = wasn’t able to).

Stronger students: Ask students to write their own sentences using could and couldn’t.

Values Link – Adal Azamat: Emphasise careful thinking, fairness, and following language rules.

Pupils complete with could or couldn’t

ANSWERS

1 couldn't

2 couldn't

3 could

4 couldn't

5 could

Descriptor:

- Completes sentences using could and couldn’t correctly.

- Checks and explains answers with peer or teacher support.

Total: 2 point

End

5 min

FEEDBACK

Elicit rules

When do we use had? (things / experiences)

When do we use could? (ability / possibility)

Homework

Write a short paragraph: When I was younger… (use had and could)

Complete a worksheet with mixed had / could tasks

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster