Ozge Aydemir Ozge Aydemir

Özge Aydemir, verb to be simple present
Elementary (A1) level


In this lesson, ss learn about the simple present forms of the verb "to be" and possessive 's through TTT and guided discovery. The lesson starts with a warmer. Next, T pre-teaches a couple of necesssary words. This is followed by individual gap filling activity to test what they know. Then the ss check answers in pairs and they listen to the recording for a final check. For guided discovery, T hands out the answer key so that the ss can use it as a text to fill in the given chart below the answer key. After they complete the chart, they check answers in mixed groups. This is followed by a drill of two sentences to compare 's as is or possession. Next, ss are divided into two teams to run to the board and categorize the sentences according to usage of 's. Finally, the ss focus on pronunciation via a listening task. Finally, T asks the ss to produce true sentences with the given prompts as a follow-up activity.


Abc My clip

Main Aims

  • By the end of the lesson, the usage of verb to be in simple present will have been clarified. Ss will be able to use "am, is, are" in basic sentences.

Subsidiary Aims

  • To provide correct pronunciation via listening from the recording.


Stage 1- Warmer/Lead-in (5-6 minutes) • To lead the ss in, personalize the lesson and arouse their interest.

The T shows a video clip of herself from different parts of the world. After the ss watch the video clip, the T shows each photo one by one via ppt and the ss guess where she is in each photo.

Stage 2- Testing (5-8 minutes) • To gauge students' prior knowledge of the target language. To test and consolidate a range of forms of the verb to be.

After clarifying the meaning of the words; married, single and posession, the T gives HOs for individual gap-filling to test the ss' prior knowledge. ,T asks two ICQs here, "Will you work alone or with your partner?, Will you write something?" This is followed by peer-correction for checkıng. Next, the T plays the track for a W/C feedback. In this stage T will monitor sss closely in order to fınd out which areas are in need of teaching.

stage 3- Guided Discovery (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

The T tells the ss to look at the answer key of the test given prior to this stage and complete the formula chart of the verb to be in simple present. The T tells the ss to check the answers in their groups. The T monitors. Feedback is given as W/C.

Stage 4- Clarification of 's (is or possession) (8-10 minutes) • To clarify the usage of is and to give further practice in distinguishing the meaning of 's-short form of is or possession.

The T gives personalized examples to remind and highlight the difference of the two usages. After drilling the examples, T regroups the ss by fruit names and gives each group C/Os in different colors. Ss run to the board and stick the sentence in the correct column. Feedback is given as W/C.

Stage 5- Pronunciation (4-6 minutes) • To clarify and practice the usage of am, is, are in connected speech. To discriminate between similar words and phrases.

The T plays the track twice. When they finish, they check answers in pairs. W/C feedback is given. The teacher drills a couple of the sentences.

Stage 6- Guided/Free practice (7-9 minutes) • To provide students with free practice of the target language

The teacher asks the age of a student and stands next to him/her according to age in order to model the task. The T asks the ss to mingle and find out each other's ages. The ss are supposed to order themselves according to age. Next, the ss sit down in the same order before the next task. This is both used for regrouping and asking/answering questions with the verb to be. Then, the T gives some prompts via ppt. The ss talk in pairs and make true sentences, The T asks an ICQ here, "Are we writing or speaking?". Then share the information with the W/C.

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