Naima Naima

To be - Positive/Negative - Questions with short yes/no answers
A1 level


In this lessons students learn how to use the verb "to be" in it's positive and negative form. They also learn how to make questions using verb "to be" and to give short yes/no answers.


Abc Excercise Gramar I
Abc Final game

Main Aims

  • LF - To be - Review positive form and teach Negative form - Teach Yes/No questions & short answers

Subsidiary Aims

  • Speaking - Fluency


Eliciting To be - Positive/Negative/Questions for II singular person (you) (7-10 minutes) • introduce the different aspects of the verb "to be" without overwhelming students with grammar.

Step I Writing on WB NAIMA 30 ITALY ITALIAN TEACHER BROWN ANTONELLA (my name, where i am from, my nationality, my job, the colour of my eyes, my mother's name) Step II indicating my name and asking students "what's NAIMA" then eliciting the question "What's your name?" (i will elicit just indicating the name and saying "what's the question?") I will then go to one of the Ss. (Ex Hilmi) I will make the rest of the Ss ask Hilmi "what's your name?" he will answer "I'm Hilmi" I will go to the WB and write "My name is" i will then turn around with a confused face like if I don't remember his name. I will then go towards him and ask "Are you Uygur?" he will have to answer "no", I will try to elicit "no, i'm not" with body language trying to make him continue the sentence. and saying "no" is too short. What's the correct answer?". If he doesn't know i will ask the class. If none knows I will say "No, I'm not" and I will ask to answer with the correct name "No, I'm not. I'm Hilmi". Step III I will then go to the WB. Will make 3 columns. 1st column with the drawing of a person with the talking vignette (in it a + sign) and write Students A next to the drawing . 2nd column another drawing with a talking vignette (question mark "?" in it) and write Student B next to the drawing. 3rd column another drawing with a talking vignette (in it a - sign) and write Student A next to the drawing. below the drawings write the sentences: I am Hilmi | Are you Uygur? | No, I am not. Below the I am write the contractions "I'm" with color green. Step IV to IX Do the same as you did for the names for all the other questions and negative forms. Elicit students to come up with the question and answers. Each time make the Ss ask a question to another S (first time was Hilmi, then maybe Kadriye, then maybe Eyup then Berna etc) At the end you need to have following questions and answers on the WB: I am ____ | Are you Gustav? | No, I am not. I am from _____ | Are you from London? | No, I am not. I am _______ | Are you Italian? | No, I am not. I am a/an ________ | Are you a pilot? | No, I am not. My brother's eyes are brown | Are your brother's eyes Blue? | No they are not. My mother's name is ______ | Is your mother's name Juliette | No, it is not. * What colour are your brother's eyes? that's a new question. I will elicit drawing eyes and writing brother below the colour brown.

Mingling Activity - Question/Answers (5-7 minutes) • make the students talk and practice what we learned in Stage I

The activity consists in having a card with a name, a country, a nationality, an age, a colour and another name on it. Students have to practice with each other mingling asking questions and giving answers. INSTRUCTIONS Do a demo. Show the students how they need to interact during the activity and what they need to ask. Take a card. Write on WB what's written on the card. Take a student and ask him the first question - are you "name on the card"? and he has to answer "No, I'm not. I'm _____" (if he doesn't go where he stands and mime him answering" then try to elicit the other students to ask the following questions (refer to the board for the questions). If not help them out. Then tell them to stand up and ask each other those questions. ICQs Make another card on the white board and ask what they need to ask and what they need to answer. to double check. indicate the name "what do you ask?" "what do you answer?" then the country, nationality, colour of eyes, age, mother's name. MONITORING Move around the Ss and listen if they are asking right questions, giving right answers and check pronunciation. Participate if any student ask you questions.

Grammar part I - To be - negative form (3-5 minutes) • Review the negative form of to be

Step 1 make 2 columns on the WB. on one column sign +, in the other sign - elicit verb to be in positive form from students and write below sign + elicit verb to be in the negative form from students and write below sign - Step 2 CCQ Elicit 2 sentences with verb to be positive form Make the students transform them into negative forms.

Grammar part I - To be - negative/positive form - PRACTICE (5-7 minutes) • practice verb to be positive and negative form

Part I - INSTRUCTIONS write 2 sentences (statements) on the board. "Giulia's eyes ____ brown" - next to it put a + sign "Eren ____ Turkish" next to it put a - sign elicit correct answer "are" and "isn't" then tell them to do the same in the exercise and give them the handout. Part II - MONITORING Check around if everyone has understood and if they are doing it correctly. Part III - CHECKING ANSWERS Nominate and write correct answers on WB - Call the weakest students. If they don't know the answer ask other students to help.

Grammar part II - to be - Questions with short answers (3-5 minutes) • teach how to make questions with verb "to be" and to use short but correct answers.

Step 1 Add one column to the previous explanation on WB (write on top Question) elicit to be questions from students write "Questions" section. Step 2 CCQ Elicit 5 sentences as per Gramar I (see above) and ask students to transform them into questions.

Final game - GUESS WHO (7-11 minutes) • practice what we learned during the lesson

one S at the board will be given a card with a name of a famous person. students have to ask questions with Yes/no answers. students need to guess who is the famous person on the card. Step I - Change seats Women stand up. mix. seat again. Step II - Grouping - Groups of 4 People step III introduce concept of celebrity - famous person Step IV - Instructions give a demo of the game. call a student at the WB. mime you having a card (show him). Madonna. tell him not to say the word. Mime a singer (if Ss say singer correct them telling them to say "is he/she a singer?") and answer yes it is. draw on the board a woman and a man (like you find on toilet doors) make a cross on the man and a correct tick on the women. They will have to guess she's a women. Try to design american flag on the board (is she american?). continue giving tip. If students don't know what to ask suggest them "is she married?", "is she young?" write on WB 80s. mime fitness. mime or draw anything related to Madonna or her famous songs. "like a prayer" until students understand the game. now make the students do it. Call a S to the board. give him/her first famous person. and correct Ss if they don't ask correct questions or answer not correctly. They need to practice question forms with verb "to be" and short yes no answer "yes he/she is" No he\she isn't"

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