Fatemeh Pakdaman Shahri Fatemeh Pakdaman Shahri

nationalities vocabulary, To be-negative forms
A1 level


In this lesson, students are going to learn nationalities vocabulary and focus on them by doing a receptive skill (listening). They are also going to learn negative forms of To be verbs. This is going to be done by modeling examples and building on what they already know. More productive practice is going to be considered by doing some matching exercises and possibly speaking time.


Abc listening 1.48
Abc listening 1.49
Abc Matching exercise
Abc listening 1.48
Abc Gap-fill HOs
Abc enlarged pictures of a train
Abc sentences to be identified as true or false
Abc google pictures
Abc grammar exercise

Main Aims

  • To provide clarification and practice of to be-negative forms in the context of Nationalities

Subsidiary Aims

  • To provide fluency speaking practice in a PW and STT in the context of na


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students and activate their passive knowledge of English

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.

Pre-Reading/Listening (3-5 minutes) • To prepare students for the audio and make it accessible

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.

While Listening #1 (1-2 minutes) • To provide students with the gist

I will instruct them to listen to the audio and tell me what the problem is.

While Listening #1 (4-6 minutes) • listening for detailed information

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.

Grammar: To be (negative) (5-7 minutes) • To provide Ss with an opportunity to produce negative sentences

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.

grammar exercise#1 (3-5 minutes) • To focus on negative forms and 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.

grammar exercise#2 (2-3 minutes) • To focus on contextualized affirmative and negative forms of the verb To be

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.

matching exercise (5-7 minutes) • to practice both the concept of affirmative and negative forms and also to practice speaking

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 speaking activity (4-5 minutes) • practice speaking

If time allows, I will ask students to correct the sentences in the previous matching exercise in groups and report to class.

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