Elif Cömert Elif Cömert

TP 2a Grammar
A1 Beginner level


In this lesson, students will learn how to form negative "to be" and the contractions of it. They also will learn how to pronunce the contractions through a couple of listening and drilling .


Abc Gap filling page with pictures
Abc Some picture cards to match with the nationalities
Abc Audio CD Track 1.49
Abc Audio CD Track 1.50
Abc A picture to lead in the listening
Abc Matching game
Abc Audio CD Track 1.48
Abc WB
Abc Audio CD Track 1.51

Main Aims

  • To provide clarification of negative form of to be in the context of nationalities .

Subsidiary Aims

  • To provide practice of listening for gist and specific information and to further practice nationalities vocabulary.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T will pre-teach this set of words connected with trains to engage students: *on a train *Express train *next stop *arrive in Madrid Then T shows the picture ( L. Clanfield,Straightforward Beginner Student's Book, page 26, listening 1.48) and asks, Where are they? What are they saying?

Gist listening (3-4 minutes) • To prepare students for the text and make it accessible

T play the recording. Students listen and answer the gist questions.The students check their answers with their partners. T gives FB on the WB.

Language Focus (10-11 minutes) • To teach the students grammar , "t0 be" negative, contraction

T previously draws the grammar box to explain "to be" negative, contraction, also gives the detail about pronouns "they" and "it" by giving some examples: Use "it" for things, use "they" for people or things. For the second time, T repeats the sentences on the WB focusing on the pronunciation and does WC, SOLO and Gender drilling. Students work in pairs, recall the job vocabulary to practice "to be" negative with their partners. ex: "I'm not a singer, I'm a driver". ( go on the activity by using he, she, you and they).

Controlled Practice (5-6 minutes) • To prepare students for more meaningful practice

Students read the sentence and think about how they might correct them.( Straightforward Beginner Student's Book, Macmillan Publishers 2007, page 27, grammar recording 1.49) T play the recording. Students listen and reformulate the sentences, write them below the wrong ones. Students do pair check. T gets the FB by nominating the individuals to produce reformulated sentences and correct errors.

Controlled Practice#2 (5-7 minutes) • To prepare students for more meaningful practice

Ss look at two pictures and the dialogues and think about the context for a minute.( Straightforward Beginner Student's Book, Macmillan Publishers, 2007, U 3b, page 27, 1.50) Students complete the dialogues. T does the first two as an example. Students check their answers in pair. Make sure students are writing contracted forms, ( isn't, not is not). Play the recording so that the students can check their answers. Give FB on the WB.

pronunciation (3-4 minutes) • To practice a better pronunciation

Students listen to the recording (Straightforward Beginner Student's Book, Macmillan Publishers 2007, page 27, 1.51) and tick the sentence they hear. Tell them to repeat after the recording. Get the FB verbally and chesting the page.

Further Practice (if time permits) (6-8 minutes) • To expand on what they've learned

Show the students some picture cards of people,places or things. Ask them to complete your sentences orally. ex: The Italian flag is .................( green, white and red) but write the incorrect one on the board. ex: The Italian flag is blue and white. Encourage the class to correct you by saying "The Italian flag isn't blue and white. It's green, white and red. Divide the class into groups.Give out the cards. Students work together, match the cards to make full sentences factually incorrect but logical ending. For each wrong sentence, the students correct each other in their groups , ex: Cameron Diaz isn't English. She is American. T monitors and helps if something wrong.

Web site designed by: Nikue