Using the Verb "Be" in Defining Relations
To review and practise the present simple form of the verb be +/- in the context of people you know.
To give students controlled speaking practice.
Procedure (37-54 minutes)
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.
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.
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, _____.
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.