Carrie Dohe Carrie Dohe

be-verb, present simple
beginners level


In this lesson, students will reinforce their understanding of the verb “be” and expand their ability to use it beyond “I am” and “you are” to include all nominative personal pronouns: I, you (sg.),he-she-it, we, you (pl.), they. The lesson will begin with a warmer: the teacher will introduce herself (I am _____. I am a profession).” The Sts will then introduce themselves to each other. Then they will work in pairs to practice “you are” and expand this to groups of three to practice “he is, she is.” This will be followed by a mixer, “Find someone who....” with role plays of people who have the same profession. This will allow us to group names: “they are (firefighters).” Finally, they will repeat the mixer as pairs of colleagues who introduce themselves in order to practice “we are (firefighters)”.


Abc gap fill exercises from Straight Forward

Main Aims

  • To introduce the use of the verb “be” with the personal pronouns I/you/he, she it/we/you/they and the get the Sts to practice using this grammar.

Subsidiary Aims

  • To provide practice of vocabulary already learned.


Presentation (3-5 minutes) • To get Sts to switch into English and remind them of grammar and vocabulary they already know.

1. I say, I am (I'm) Carrie, I'm an American. I am a teacher. 2. Then I solicit information from Sts following the same pattern. 3. Use pictures from the previous lesson and gets Sts to talk about the people, helping them with he/she/they as needed.

Grammar review of “I am” and “you are” and “he/she/it is” (5-7 minutes) • To review the grammatical forms of “I am” and “you are” and “he/she/it is”

1. Begin writing diagram on WB of the outline for the 6 forms and fill in “I am / I'm” 2. Give out role play cards and write on board “name/country/job.” 3. Then ask Sts to review their roles. 4. Ask each student who they are. After each one, repeat, looking and pointing directly at St “you are....” Fill in “you are / you're” on the WB diagram. 5. Look at class, and say, “He/she is.....” repeat min. 3 times. Fill in “he is / you're” on the WB diagram. b. Then repeat, but have Sts give the answers.

Pre/teach this and that (5-7 minutes) • To prepare the students to introduce their partners

1. Hold up a pen and say "this pen". Place one pen elsewhere and say "that pen". 2. Repeat with books, students, chairs, etc. until they get the principle. 3. Then demonstrate the dialogue with a partner: "what's your name, where are you from, what's your job?" Show that they have to write down the answers of their partner. 4. Then demonstrate how to introduce the speaking partner to the group with "this is...."

Semi-controlled dialogue with "he/she is" (7-9 minutes) • To get students to practice I am, you are, he/she is

1. Students work together, asking "What is your name, where are you from, what's your job?" 2. They write down the answers of their partners. 3. Then I ask, "Who is he/she?" 4. They introduce their partners with "this is....s/he is...."

Controlled practice (6-8 minutes) • For students to practice grammatical forms "I am" "you are" "he, she is" through controlled practice

1. Fill in diagram with “it is” and point to chair, pen, book for “it.” Then demonstrate contractions. Make sure the apostrophe is clear. Use a different color for it. 2. Check spelling by misspellings and getting Sts to correct. 3. HO with grammar box and ex. 1.2 from the book. Get Sts to fill in the answers, then solicit answers one by one. 4. Repeat with ex. 2.

Grammar review of “we are” and “they are” (5-7 minutes) • To explain the forms "they are" and "we are"

1. Demonstrate grammar with a pair of students. Point to one and demonstrate “he is” then with the other “she is”, then together “they are”. 2. Demonstrate “we are” with a student. Say “I am a teacher”, then student says “I am a teacher,” then I say “we are teachers.” 3. Point back to sentence, “I'm a teacher” and write underneath “We're teachers.” Cross out the “a” and add the “s.”

Semi-controlled speaking practice (8-10 minutes) • For the students to practice different pronouns with the "be" verb through semi-controlled dialogue.

1. Hang up pictures and talk about them. Then have students tell who the people are. 2. Write answers on WB as model for exercise. 3. Have Sts do activity on pp. 114 and 118. Demonstrate with the first person. 4. Write on WB how to give answers with pronouns. 5. Review answers when Sts are finished with exercise.

Free speaking (4-6 minutes) • For the students to practice what they have learned through open conversation

1. Set up a "party" situation 2. Have students introduce themselves as their roles.

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