Tugba Yildirim Tugba Yildirim

Tugba Yildirim TP1
Beginner level


In this lesson students are going to learn singular negative form of 'to be' in context of famous people and places.


No materials added to this plan yet.

Main Aims

  • LF: Grammar - To introduce and practise the singular negative form of 'tobe' in the context of famous people and places.

Subsidiary Aims

  • Skills: To give sts controlled speaking practise.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- Greet the students and introduce yourself. - Ask some questions that they can answer with prior knowledge which they can answer positively and respond negatively by mimicking negative forms and making it look funny. T: Are you from Turkey? S: Yes, (I am) T: I'm not! Are you a teacher? S: Yes. T: He isn't a teacher. (pointing another student in class who isn't a teacher) T: I am Ms. Negative today. Up to now, you were positive. You said what you are. Now we are going to learn how to say what we aren't.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Write the sentences in exercise 7 on the board with gaps. Set the students in pairs and hand out sets of words from the activity. Ask them to work in pairs and look at the activity and put the words in the correct order in 2 minutes. Monitor closely. Ask each group to stick one sentence on the board. Whole class feedback.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Explain that "'m not / isn't and aren't" are contractions (short forms) of "am not/ is not and are not" Explain that we can also say "he's not / she's not / it's not / you're not". Highlight that we cannot say I amn't as an alternative to I'm not.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Clarify meaning saying we use "'m not / isn't and aren't" to clarify that something is not true. Write some other sentences on the board and ask each student to make it negative. I'm a student. He's a footballer. She's a singer. It's a good company. , etc.. Practice pronunciation by asking students where the sentence stress is. Drill individually and chorally.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Set students in different pairs and give each pair sets of 10 sentences some of which are in exercise 9b. write the words in 9a on the board and explain them by giving examples. Ankara is the capital of Turkey. (Highlight we do not say capital city, we only say capital) Hande Yener is a singer. Renault is a big company. Ask students to share cards as each of them will have five cards. They will read each sentence and the partner will say true if it is true, or make the sentence negative if it is false. Model the exercise with a student and give 4 minutes. Ask volunteer students to read the sentences and check as whole class.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Sets students in different pairs. Ask them to write 3 true sentences and 3 four sentences in 6 minutes. Monitor closely and and give individual feedback where necessary.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Write the phrases "I think that's ....." , "Yes, you're right / No, you're wrong" on the board and explain these are useful phrases when expressing our opininons. Model and drill the phrases individually and chorally. Ask all the students to come at the board and make two lines facing eachother. Ask them to read their sentences to the person across them and they will answer "I think that's true/false" and the other pair will say "Yes, you're right/No, you're wrong"

Web site designed by: Nikue