Jefferson Cristiano Dick Junior Jefferson Cristiano Dick Junior

Copy of TP2 - Plural of 'to be' (Speaking)
Beginner level


This lesson is about getting ss speaking as correctly as possible concerning the present simple plural of 'to be' and certain adjectives. This will be achieved first through review and a lot of eliciting, then through a listen and repeat exercise focusing more on pronunciation, and after that with activities making learners speak and ask questions to each other. The context revolves around travel and friendship.


Abc Is or Are
Abc Complimetary gap-fill HO
Abc Prompt only sheet
Abc Pictures of 4 couples
Abc Pictures of Dan and Sally, and Fiona and Nick
Abc Are/Aren't Flash cards
Abc Gapped sentences from ex.11
Abc Reference

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travel and friends

Subsidiary Aims

  • To provide practice for sentences using the plural of 'to be' in the context of travel and friends


Quick adjectives review (4-6 minutes) • Bring about in ss minds what it is they are going to work with during the next lesson.

T asks ss Qs about the emails they read (gesturing often): ''What did you read about Sally and Dan? (pointing to the close-up) Is Moscow ugly or beautiful? Is it hot or cold? Are the restaurants cheap or expensive? Are the rooms small or big? Is their hotel room nice? Is it near or far from the Red Square? (pointing to the titled pictures and walking towards and away from them) T writes down every adjective on the right side of the board. ''What did you learn about Fiona and Nick? (pointing to the close-up) Are the people in New-York friendly or unfriendly? Is the city beautiful or ugly? Are the restaurants expensive or cheap? Is the hotel big or small? Is it expensive or cheap? Is far or near Central Park? (pointing to the titled pictures and walking towards and away from them) Was it cold or hot in New-York?

(12.) Speaking Practise (3-5 minutes) • Practise listening and speaking skills pertaining to are/aren't

Get the class's attention with the PP. T points to his ear and then moves his hand away from his mouth while opening it, and simultaneously says: ''Listen and repeat, listen and repeat'' T starts recording and plays it 2 times. Paying special attention to pronunciation.

(11.) Are or aren't (5-7 minutes) • Grammar: 'to be' (plural)

T puts the gapped sentences as in ex.11 on the board along with flash cards of 'are' (X6)and 'aren't' (X2), and pictures of the geographic locations of London, Moscow, and Istanbul to place besides the corresponding sentences. T also draws 2 green boxes to show students that they have to answer the 2 bottom ones with the appropriate pictures, and only 2 of them. T asks 1 st per line in the example to come and complete the sentences by moving the flash cards. '' 'X' come to the board.'' If more instructions seem needed T takes a flash card and moves it around. T must also point to the gap he wants to be filled at that time. After the ss place a picture, T asks Q orally eliciting: ''They are in New York.'', ''We are in Istanbul''. Writing those down afterwards.

(13.) 3A Is or Are? (10-15 minutes) • Grammar; Is or Are? Reading comprehension; Speaking; asking and answering questions

T writes 'is/are' on the WB T chests hand-outs showing they have to circle the correct answer: ''Circle the correct answer'' On WB circle are ‘’Where are Sally and Dan?’’ ‘’AND… Answer the questions’’: ‘’They’re…. in.. Moscow’’ T creates the obvious pairs with 2 arm gesturing. T distributes hand-out from p.88 (A) first and from p.94 (B) after so that the ss on the left of part of the room are As, and can work together. While monitoring T verifies ss are circling the right answers and encourages ss to consult appropriate email text. When ss are done: T creates A-B pairs by switching the second st from the left with the first from the middle, and so on. In PP, T explains following exercise. First chesting HO(A), T turns it around exaggerating that he doesn't want anyone to see it: ''This for me, it's a secret''. Then to a st A: ''Where are Sally and Dan?'' If st is unsure or only answering New-York, T points to complete answer eliciting it. Then T draws a star besides the good answer. ''Are the people friendly?'' Eliciting an answer such as ''Yes, they are OR No, they aren't. ''Now, together''; gesturing PGs. Monitoring: T checks that they're exchanging orally, and that both ask their questions.

(3A p.118 TB) Where are they? (15-25 minutes) • Speaking; 'be' (plural) Qs and short answers + adjectives

T places the 4 enlarged pictures of the couples on top of WB and rewrites names if necessary, and sheets/flash cards with prompts on the far left. T chests HO and runs right index on the prompts on the left, and does the same on the WB: ''Those are questions'' Pointing to 'Country?': ''Where are...'' Pointing to the Tom and Alice picture. ''Tom and Alice... from?'' T writes as he is talking. T does the same for every prompt relative to Tom and Alice, drilling. '' How old... ARE... they? What are their jobs? Are they married? Where are they now? Are they in a new hotel? Are the rooms very big? Are the restaurants cheap? T distributes A HOs first, skipping a st every time, and clearly identifying the PGs, and instructing to keep this for themselves. T distributes B HOs. Monitoring: T reminds students to use complete short-answers T has students check within PGs: ''Check with your partners''. T asks ss to come write down answer on the WB T distributes reference hand-out. ''This is only to help you. it's for looking at (gesturing 2 fingers towards eyes, then towards hand-out). So, this is only to help you remember. Thank you''

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