New lesson plan: Using the Verb "Be" in Defining Relations

Andrew Luskus

Using the Verb "Be" in Defining Relations - Elementary level

Using the Verb "Be" in Defining Relations
Elementary level

Description

This lesson has the goal of teaching students how to modify the use of the simple present form of the verb be +/-, in the context of interpersonal relationships. This will be illustrated through written work performed on the whiteboard by the whole class, audio playback for listening skills, and through conversation practice.

Materials

Whiteboard

Dialogue Handouts

Audio CD

Blank Work Paper

Whiteboard

Dialogue Handouts

Audio CD

Blank Work Paper

Main Aims

To review and practise the present simple form of the verb be +/- in the context of people you know.

Subsidiary Aims

To give students controlled speaking practice.

Procedure (37-54 minutes)

Dialogue Review (9-14 minutes) • To get Ss familiar with new dialogue

T will handout pre-prepared dialogue to the students. T will post the word answers on the board. T will instruct W/C to fill in the answers. After 3-5 minutes, T will elicit answers to fill in on the board. T will then play the audio recording to demonstrate. T will group the students in threes to practice the dialogue for 5 minutes. At the end of the dialogue practice, T will stand at the front and ask the students who Isobel is, who Maite is, and who James is for comprehension.

Group "Introduction" Practice (12-15 minutes) • To get Ss to use the dialogue from the lesson

T summons 3 students to the front of the class for a demonstration. T speaks to the students in an effort to activate vocabulary with sample questions from the lesson, such as: "Hello. I'm Andrew. What's your name?" "Nice to meet you." "Is he your brother?" "This is my German teacher" T seats the students, and divides the class into pairs. Give the students 3-5 minutes to prepare, before sending them to mingle with other students and introduce themselves. After another 4 or 5 minutes, the teacher will assemble the students in a circle at the front, and ask them to point out who is who and what their relationships are.

Positive and negative versions of Be "Is She Your Sister?" (10-15 minutes) • To get the students familiar with the contracted versions of the word Be

T will play audio once to familiarize students with content. T will write the questions from the "Is she your sister" dialogue on the white board, along with the available answers. T will elicit answers from the class for the spaces left blank. T will demonstrate the difference between the full and shortened versions of the words, for example, teacher will say/write: "We ARE Rob's friends.", and let the Ss make the conclusion before filling in the board. T will play dialogue again to conclude the lesson and allow students to check their answers. T will then quiz students about questions 1, 2, 3 in section 2. Elicit answer for ____ you Rob's father? Then right down, yes, ____ and no, _____.

Question Exercise (6-10 minutes) • To get the Ss comfortable with asking questions about relations

T passes out blank papers for the class. T will draw diagram on board referenced in English Unlimited Elementary coursebook, page 11. T will elicit questions from students regarding who they are, illustrating the activity. T will give 2 or 3 minutes for students to make their own. T will pair off students and have them ask each other about their picture.