Finish the Answers Using the Correct Forms of to Be

5/18/2018 Finish the Answers Using the Correct Forms of to Be

Finish the answers using the correct forms of to be (am, are, is).

Toggle example

1) Are they new here? - o, .

!) "s your classroom big? - #es, .

$) Are you from %cotlan&? - #es, .

') "s your an green? - o, .

) Are the *+*s in this box? - #es, .

) "s enry in his room? - o, .

) Are you football fans? - #es, .

/) "s Tom0s mother in the itchen? - #es, .

2) Are *an an& %ue at home? - o, .

13) "s the monster ugly? - #es, .

Exercise 2.4 Questions and Answers with Demonstratives

Circle the correct words.

1. A How much is these / that printer, please ! "t#s / $h e%#re &22'.

2. A Excuse me, how much are these / this scanners ! "t#s / $h e%#re &1('.

). A How much is those / this electronic dictionar% ! "t#s / $h e%#re &1''.

4. A Excuse me, how much are that / those pens ! "t#s / $h e%#re &4.

(. A How much are these / that laptops ! "t#s / $h e%#re on sale. "t#s / $h e%#re&)''.

*. A How much is those / that di+ital photo rame ! "t#s / $h e%#re &*'.
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How To Proceed

1Warm up

For this first lesson, it is best to focus on only the I, You, He/She/It

structureswhich you can build upon in later classes. If students

have not really done a lot of activities with the words he, she, and it,

you may want to consider simply using names in the practice

activities. Once you have determined what you would like to cover in

the first lesson, use the warm up activityto review the vocabulary

students will need later on in the lesson. Ashort simple drill

activitywould be ideal.

2Introduce VocabularyDuring the introduction section of your lesson, introduce any new

vocabulary you plan to use in this lesson. Some emotionsand

adjectives would be good because students will then be able to form

complete meaningful sentences. Introduce words such

as happyand sadif students have not yet learned them. Use

flashcards to drill vocabularyand have students complete some

simple worksheet activities for further practice.

3Introduce to be

how students how to make sentences such as !I am happy. "ou are

happy. #enny is happy.$ %nsure that students understand how the
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subject and forms of the verb are paired. "ou can practice this before

introducing the full sentence structure you would like students to

learn. &all on students to make sentences choosing a subject, verb,

and adjective from columns on the board. 'ithout introducing the

(uestion form !Is she happy)$ you can use such (uestions to test

comprehension and students should understand what you are

asking. *ave them answer by saying !"es, she is happy.$ so that

they continue to practice saying the target structure.

4!ractice Simple

"ou can use worksheets for practice. *ave students complete a fill in

the blank e+ercise where they must choose am, is, or are to

complete sentences to ensure that they understand which form of

the verb agrees with certain subjects. "ou can also have students

match sentences with images or with translations for practice and to

test comprehension. As a class check the answers before continuing

on.

5!ractice "omple#

Students can then complete an activity such as $attleship for

further practice% You can adapt this classic &ame for use in the

classroom%'hile it can be time consuming to e+plain, especially to

beginners, your students will enjoy playing and it can be used to

practice a wide variety of topics. o play -attleship students should

work in pairs using a worksheet. For this class, the grids on the

worksheet might have I, "ou, *e, he, #enny, s. mith in the first

column and happy, fun, from /orea, sad, silly, from America in the

first row. tudents then practice sentences such as !I am silly.$ to try


to locate and sink all of their opponents ships first. here may not be

enough time in the first lesson to begin this activity but devoting the

second lesson entirely to -attleship would &ive your students lots of

spea'in& practice. For a third class, introduce the (uestion that goes

along with this target structure and have students play using the

same worksheet but by making (uestions such as !Is s. mith from

America)$ he really great thing about this activity is that students

essentially have to speak in order to play whereas with board

&amesstudents may be tempted to simply roll the dice and move

their pieces around the board without really practicing %nglish.

6(eview

As a general review activity you can divide students into groups

and play Han&manwith sentences or words from their te+tbook. It is

perhaps not appropriate to play the original game in your classroom

so you can just adapt it so that no one actually hangs. One

adaptation is to simply have a very large fish where when students

guess incorrectly, a little fish gets closer and closer to being eaten.

his is not very accurate as you can either draw the game out or endit whenever you choose. Another method of playing is to assign a

point value to certain things. For e+ample, if a group guesses the

letter a and there are three in the sentence, the group would get

three points. A correct guess of the entire sentence would be five

points while there should be a penalty for guessing the entire phrase

incorrectly but no penalty for guessing a letter that is not used. "ou

can alter the scoring anyway you would like to make it more

appropriate for your class.)nce your students are *uite confident with ma'in& the sentences

practiced in this lesson, you should include the plural we, you, they as

well% +s the first verb they study, to be is very important for your

students and it is essential to &et them to understand that the form of

the verb is affected by the subect of the sentence%
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Finish the Answers Using the Correct Forms of to Be