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Teaching Practice 1
Beginner level


In this lesson students will learn how to use singular negative form of "to be". The lesson will start with a revision of the previous lesson (a small PW activity on names and countries). Then will learn how to use singular negative form of "to be" and use it in a true/false activity. They will make negative forms of the false sentences in the activity. Finally they will do a speaking activity which will start as a pair work and then turn into a group work. At the end of the lesson students will play a game about countries and nationalities.


Abc (Lead in) Information gap HO
Abc WB
Abc (Controlled practice) Audio CD
Abc (Free practice) Writing activity / 3 true-3 false sentences
Abc Computer

Main Aims

  • To introduce and practise the singular negative form of 'to be' in the context of famous people and places

Subsidiary Aims

  • To give students controlled speaking practice


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students in a speaking activity that revises the previous topic

-put students into pairs. Give a copyof the student A worksheet to one student in each pair and a copy of the student B worksheet to his/her partner. Students are not allowed to look at each other's worksheets. Ask students where the people are (at the conference). -ss take it in turns to say a letter A-F and then ask questions to fill in the gaps on their worksheet. For example, student A says "Letter A. Where is she from?". When student B gives the answer,student A writes it on his/her worksheet. If necessary, remind students of the questions: "What's his/her name? Where's he/she from? Where are they from? What are their names? and How do you spell that?" before they start. -When students have finished, they compare answers and check spelling.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

-Show students the fill in the gaps activity -Elicit the negative form from the students -Students do the exercise on their own, then compare answers in pairs. Check the answers with class.

Highlighting (4-6 minutes) • To draw students' attention to the target language

-underline the negative formof "to be" -elicit the form from the ss and write it on the WB -point out that we use "not" to make a verb form negative -also highlight that "aren't " is the contracted formof "are not" and "isn't" is the contracted form of "is not". Remind the ss to use contracted forms when speaking and writing. - tell ss that we can also say "you're not, he's not, she's not, and write these forms on the board for students to copy. -point out that we cannot say "I amn't"

Clarification (7-9 minutes) • To clarify the meaning, form and pronunciation of the target language

-Ask CCQ: Are these sentences positive? (No) Is this person from America? (No) Is this person a teacher? (No) Is he from Beijing? (No) Is she Australian? (No) Is it a Mercedes? -Show how you will break down the form in the lesson I ‘m + not You’re + not He’s + not She’s +not It’s + not -show pronunciation through drilling and marking the stress I’m not American.   You aren’t a teacher. / You’re not a teacher.   He isn’t from Beijing. / He’s not from Beijing.   She isn’t Australian. / She’s not Australian.   It isn’t a Mercedes. / It’s not a Mercedes.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

-focus ss on the example drill. Play the recording (R2.4) (SB p120). Ss listen and practise the sentences in 7. Check that students pronounce the contractions correctly. Repeat the drill if necessary.

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

-pre-teach the vocabulary (capital, singer and company) using examples that students are likely to know and using pictures. Point out that we usually say "the capital" not "the capital city" (London is the capital of the UK., etc.). -Focus ss on photos and ask them what they can say about them. -show ss the examples corresponding to photos 1 and 2. Use these to teach students "true, false and tick". Drill these words with the class. Also point out that we use the pronoun "He" in the correct sentence in question 2, rather than repeating Tiger Woods. Ss do the exercise in pairs. -Check the answers as a whole class.

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

-write one true and one false sentence on the board as an excample (Tarkan is British. / Adidas is a German company.) -focus ss on the examples. Ask ss if they think the sentences are true or false. The first sentence is false (Tarkan is British). The second sentence is true (Adidas is a German company.). -Put ss into new pairs. Ss work with their partner and write three true sentences and three false sentences. If necessary, direct the students to examples in the true/false activity for examples of the types of sentences they can write. While they are working, monitor and check their sentences for accuracy. - teach ss "I think that's true/false" as a way to give your opinion and the answers "yes, you're right" and "No, you're wrong". Drill these sentences with the class. Write them on the board. -Put two pairs together so that they are working in groups of four. Ss take turns to read their sentences to the other pair, who must guess if the sentences are true or false. While they are working, monitor and correct any grammar or pronunciation mistakes you hear. Ask the ss how many sentences they guess correctly. -Finally ask each pair to tell the class two of their true sentences.

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