Robert Robert

to be - negatives and plural subject / q and short answers TP3
Beginner level


In this lesson the students will learn about the verb to be in negative and plural forms by identifying contractions in a text, filling in the gaps where the TL is used follow by listening and pronunciation drilling. The lesson will finish with a speaking exercise where TL will be used with questions and Short or yes/no answers.


Abc Speaking HO
Abc Gap-fill HO
Abc Recording for listening task 3.2
Abc Recording for listening task 3.3
Abc contractions

Main Aims

  • To provide accuracy speaking practice in a conversation in the context of people and places.

Subsidiary Aims

  • To provide review, practice and clarification of to be negatives and plurals and questions with short or yes / no answers. In the context of people and places.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T writes, "Are you in London?" on WB elicits from S No we're in Istanbul. T writes, "We aren't in London, we're in Istanbul. T asks group which they think is positive and negative.

Positive or negative. (5-6 minutes) • To get the students to identify positive and negative forms of the verb to be.

T provide Ss with cut outs with the different forms. T asks in groups to identify the positive and negative forms in groups. T asks the group which are positive and which are negative and gets Ss to take turn to place cut outs on the WB.

Exposure (5-7 minutes) • To get students to scan the text and identify contractions of the verb to be.

Provide Ss with they text used in the previous lesson (HO). Ask Ss to circle the contractions of the verb to be. Get Ss to check answers in groups. Discuss as a whole group where the contractions in the text are.

Gap fill (5-7 minutes) • To highlight and clarify TL for upcoming speaking task.

Each student is provided with Gap-fill HO. In groups they will fill in the gaps. The Ss in pairs will then check there answers are correct. Listen and practice saying the sentences. Drilling

Listening task. (8-10 minutes) • To give the Ss a chance to listen to TL in use.

Explain that they will get two opportunities to listen to each sentence. Ask students to fill in gaps. Get Ss to check in pairs. Get Ss to feed the information back to the teacher. Ask the Ss in pairs to underline the contractions Allow Ss to listen to recording again to listen for the contractions.

Where are they? (12-15 minutes) • To provide an opportunity to practice to be (plural), questions and short answers.

Tack the prompting questions to the WB. Drill pronunciation and stress. Start by demonstrating the task by going through the first section 'Tom and Alice' with WG. Explain to Ss that they should not show their HO to their partner. ICQ Provide the students that are the stronger students with HO A so they can start the conversation (see anticipated problems for reasoning). Provide weaker S with HO B. Allow students to start task and monitor.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

T takes notes on mistakes made during speaking stage. Correct the errors made. This may require more pronunciation drilling.

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