LESSON PLAN:This/that/these/those TIME:60-75 mins

FOCUS: This/that/these/those LEVEL: beginner

MAIN Review singular and plural nouns. Review ‘here / there’. Teach
OBJECTIVES ‘this,that, these, those’ sentence and question forms.
MATERIALS “Gapfill” worksheet, “Choose the correct sentence” worksheet,
NEEDED “Rearrange sentences” worksheet.
Two shoes. Three books. Some flowers. (Or other props)
LANGUAGE “That is, These are, This is, These are”
“Is this…? Is that…? Are these…? Are those…?”
WARM-UP Singular / Plural
ACTIVITY Hold up a shoe. Say “One shoe.” Hold up two shoes and say, “Two
15 minutes shoes.”
Hold up a book. Ask the class how many books you have. Hold up
two books and ask how many books you have.

On the board write:

1 shoe, 2 shoes
1 book, 2 books

Put students into groups of four or five. One student is a runner.

You write the singular and the groups must run to the board and
write the plural. The runner changes with each new word so
everyone in the group is a runner at least once.

Do an example:
You say, “Book”.
Students should run to the board and write
‘Books’. You say, “Shoe”.
Students should run to the board and write ‘Shoes’.

One point to the first team to write the correct answer on the
board.
 Here / There Drill.
WARM-UP Say, “I am here. You are there.”
ACTIVITY Ask a student (by name) where he is. He should say “I am here.”
10 minutes .Ask him where you are. He should say, “You are there.”
Get students to say “I am here” and choose a student
somewhere else in the class. They should say where the person
who chose them is, where they are and point to another student
and say where he / she is.
For example:
Teacher: “I am here. Lee is there.”
Lee: “The teacher is there. I am here. Sarah is there.”
Sarah: “Lee is there. I am here. John is there.”
And so on.

PRESENTATION You will need four pictures or real items. For example, one set
10 minutes of red flowers and one bunch of blue flowers (or pictures of
these), and two books; one old, one new. Put the red flowers and
the old book at the back of the room. Have some flowers and a
book at the front of the room.
Hold up the book and say, “I like THIS book.” Point to the book
at the back of the class. Say, “I like THAT book.”
Get the class to hold up their course books and say “ I like this
book.” Tell them to point at the book at the back of the class
and say, “I like that book.”
Explain that ‘this’ means close to you, or ‘here’ and ‘that’ is
further away, or ‘there’.

Repeat the exercise with one flower in your hand and one
flower at the back of the room.
(here)
I like book. I like flower.

(there)
I like book. I like flower.
 Ask the students to put in the correct word.

Hold up the flowers. Say, “I like these flowers.” Point to the

flowers at the back of the room and say, “I like THOSE
flowers”. Get the class to repeat.

Hold up your flowers and say, “I like these flowers. Which

flowers do I like?” The class should answer, “You like THOSE
flowers.”

I like flowers. (here)

I like flowers. (there)

Point to the flowers and the books and say:

“These are blue flowers. Those are red flowers”
“This is a new book. That is an old book.” Ask the class “What is
this? What is that? What are these? What are those?”

COMMUNICATION Hold pictures up and tell your partner what you have and what they
have.
PRACTICE
Say “What is this?”
ACTIVITY
Eg: This is a dog (points to partner’s picture). That is a cat.
5-10 minutes This is hot./ That is cold.
This is small./ That is big.
These are red. / Those are blue
These are old. / Those are new.
COMMUNICATION Rearrange the sentences.
PRACTICE Get students into pairs. Hand out the “Rearrange the
ACTIVITY Sentences” worksheet.
5-10 minutes

PRODUCTION Choose correct sentence.

ACTIVITY Get students into pairs. Hand out the “Choose the correct
5-10 minutes sentence” worksheet.

WRAP-UP Gap fill the correct sentence under the picture. “Is that your
ACTIVITY hat?” “Are these your shoes?”
5-10 minutes