nationalities vocabulary, To be-negative forms
To provide clarification and practice of to be-negative forms in the context of Nationalities
To provide fluency speaking practice in a PW and STT in the context of na
Procedure (30-45 minutes)
In less than a minute, I will elicit sentences like: "Your name is Sara. You're from Iran. You are a teacher. Today is Friday." Then I will right 3 sentences on the board to elaborate on the meaning of the word "problem" because it is a key word of what they are going to listen to.
I will put two pictures on the board. They are pictures of trains, then I will elaborate on the meaning of the words "slow" and "fast" by some gestures and conclude that the train on the board is a fast one! Then, I will draw two points on the board, representing Istanbul and London. The train is called "London Express". So the Ss can have an idea about this term.
I will instruct them to listen to the audio and tell me what the problem is.
I will give the Ss some HOs and ask them to identify true and false sentences while listening to the audio. If it is challenging, I will tell them to check their answers with a partner, then report to class.
I will put a few pictures on the board, ask them to work in groups to elicit sentences describing these pictures, using to be verbs, and ask the students to write them on the board. On the other side of the board, I with put another set of pictures that do not represent the same situation, and elicit negative forms of to be verbs. After this is done, I will use the finger technique to elicit contractions.
I will do an example of sentence correction and then elicit the contraction form as well. Then I am going to give Ss HOs and ask them to work in pairs and correct the sentences.
I will divide the class into 3 or 4 groups and pass some HOs, then ask them to fill in the gaps. Then I am going to call two groups to act out the dialogues.
I will put three sheets, containing a matching exercise on the board, ask the Ss to come to the board and do the exercise. Then, I will assign other sheets to them in order to check other groups' answers.
If time allows, I will ask students to correct the sentences in the previous matching exercise in groups and report to class.