Present simple of the verb 'to be' - A1
The main aim is to introduce and practice positive and negative forms of the verb ‘to be’.
To provide clarification and practice
To provide fluency and accuracy
The subsidary aim is to provide controlled speaking practice of the target language.
Procedure (31-40 minutes)
Teacher introduces himself/herself Ask SS questions about the listening activities (target language is included in the questions and expected answers). Let’s have a look at Conversation 1 Who is talking? What’s his name? - He is Mr. Forbes Is he Mr. Smith? (pretending not to hear) - No, he isn’t Is he Mr. Jones? - No, he isn’t. Is he Mr. Forbes? - Yes, he is. Where is his car? - It’s over here. What type of car is it? - It’s a BMW Is it a Ferrari? No, it isn’t. Is it a Mercedes? No, it isn’t. Is it a BMW? Yes, it is. Let’s have a look at Conversation 1 Who is talking now? Who are they? - They are John and Lisa Thomson / They are Mr. and Ms. Thomson. Are they Mr. and Ms. Forbes? No, they aren’t. Are they Mr. and Ms. Thomson? Yes, They are. What type of car is it? It’s a Ford Focus. What colour is it? It’s blue Is it green? No, it isn’t. Is it red? No, it isn’t. Is it blue? Yes, it is. Where is it? It is in the car park. Check comprehension of the text and assess previous knowledge of the target language. Point out that the actions are in the present (‘The car is in the car park'), ask CCQ and/or use a timeline. When is the car in the car park? Yesterday? Today? Tomorrow? Where was the car yesterday? Where will it be tomorrow? Where is it now?
Ask SS to put the TRANSCRIPT away Pass out HO1 HO1 Ex1 - Demonstrate the first 1-2 lines. SS complete the exercise and check in pairs before giving/eliciting the answes in whole class feedback. Write mistakes on the board, if any, and ask other students to correct them. Don’t explain any grammar yet. Ask a pair of students to read Conversation1 outloud, preferably standing in front of other students. Similarly ask another couple to read Conversation2. Then SS practice the dialogues in pairs.
Write model sentences on WB I'm Mr. Forbes. It isn't my car. Is it the red car? No, it isn't. Point at the contractions and ask SS to explain (I’m = I am). Write the uncontracted froms next to the contracted from with a different colour. I'm Mr. Forbes. / I am Mr. Forbes. It isn't my car. / It is not my car. Is it the red car? No, it isn't. / No, it is not. Use choral drilling and the finger technique to explain and practice contraction. Ask SS what is the difference among these sentence to elicit affirmative / negative / interrogative sentences. Introduce the symbols [ + ] [ - ] [ ? ]. I'm Mr. Forbes. [ + ] It isn't my car. [ - ] Is it the red car? No, it isn't. [ ? ] Make changes in the sentences to practice other forms. He __ Mr. Forbes. [ + ] _____ my cars. [ - ] _____ the red and the blue cars? Yes,____. [ ? ] Project TP1 presentation slide 1 on the WB. Ask SS to come to the board 1 by 1 and complete the table. SS are advised to copy the table on their notebook for future reference. - Extra activities - Project TP1 presentation slide 2 on the WB. Ask SS to come to the board 2 by 2 and complete the exercise. Project TP1 presentation slide 3 on the WB. Ask SS to come to the board 2 by 2 and complete the exercise.
HO1 Ex2 - Demonstrate the first sentence. SS complete the exercise and check in pairs before giving/eliciting the answes in whole class feedback. HO1 Ex3 - SS complete the exercise and check in pairs before giving/eliciting the answes in whole class feedback.
Divide SS in groups and Hand out HO2. SS in a group ask/aswer question in HO2 to each other in turn. Once exhausted the questions in HO2 they can they can make up and ask each other personal questions (Are you afraid of dogs? Yes, I am/ No, I’m not).