Esra Eker Esra Eker

Verb to be - negative
Beginner A1 level


In this lesson, students learn about negative form of verb to be through listening tasks. The lesson starts with a warm welcome. This is followed by a jigsaw where the students find the correct order of the uncompleted sentences on the board (e.g. I'm not... You aren't...). The lesson will continue with the listening activities to reinforce the knowledge which has just learned in terms of pronunciation and intonation. Finally, there is a competition in which students match phrases to make a sentence. If time, the speaking exercise in the coursebook can be done.


Abc Flashcards
Abc Worksheet
Abc Game cards
Abc Sign cards

Main Aims

  • To teach negative form of verb to be

Subsidiary Aims

  • To practice nationalities, countries and jobs through listening and speaking activities


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

The lesson starts with greeting students and asking questions. Here, I highlight the difference between plural 'you' and singular 'you'. e.g. "A: How are you? (To the whole class) B: We are fine. B: And you? (To the teacher) A: I am fine."

Exposure (8-10 minutes) • To provide context for the target language through a jigsaw

I draw 17 boxes on the board and stick 17 language items on the top. Any volunteer in the class come to the board and place flashcards in the correct blank to make sense. e.g. I am not, He/She/It isn't. Then we practice pronunciation of them.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I ask a question 'e.g. Are you a singer?' while showing the sign 'cross'. The student answers the question according to the sign. Then, they work in pairs. They make their own questions while showing a sign and answer them to the sign.

Clarification with listening activity (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Students will work individually. They listen to some sentences which are not correct. While listening, they will write the correct ones. When it is finished, they will work in pairs and check the answers. The sentences will be drilled as a whole class. e.g. a plane, on a plane, they're on a plane.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students fill in the blanks on the worksheet. They will complete the dialogues with the correct form of the verb to be. Then they listen to the recording to check their answers. Then students practice the dialogues in pairs. Meanwhile, I write some sentence on the board for error correction. When students finish practising, they will find the mistakes in the sentences on the board.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students again listen to some sentences. This listening activity is for better understanding of contractions. Students tick the sentence they hear. Then, some students show the difference between two sentences (He is Scottish. / He's Scottish.) by reading them aloud.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Matching competition. I divide students into three groups. Then I give a pile of cards (contains 20 items for forming 10 sentences) to each group. I remind that sentences are divided into two and they will find the correct pairs. When they find it, they stick them on their desks. The group who finishes the first and correct will be the winner. If time, I will do speaking activity on the worksheet from the coursebook.

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