I have already taught the verb to be many times. But this year I failed exemplarily. So I stopped and spent a week planning a sequence of lessons to really teach this basic grammar point. In these posts, I would like to share the lesson plans and materials I have created.
[su_heading size=”20″]Lesson 1 – Affirmative[/su_heading]To be able to teach this grammar, I found out that I need to teach the pronouns first. If my students fail to understand the pronouns, they cannot learn the grammar.
So I start with the following video. First, students listen and repeat the pronouns. It is a good idea to tell the students the meaning of the words in their MT now. Otherwise, they might be confused and they will learn nothing.
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Next, students watch the video and supply the correct pronoun.
Third, print the following game. It is best to print it on a slightly heavier paper and laminate it. Ask the students to use their scissors and cut the first two columns. Students need to cut the papers into similar squares.
Once they finish, they shuffle the cards and then they try to match the pictures with pronouns. The teacher goes around and checks their answers.
Fourth, display or print the following graphic organiser and explain the grammar.
Fifth, ask students to use the graphic organiser and write as many sentences as possible. Set a time limit (5 minutes are enough) and make it a competition.
Sixth, ask the students to cut the third column of the game into cards. Now, they use only the black and red words. They shuffle the cards and then they match them. The teacher checks their answers again.
Seventh, students cut the last column into cards and they play the following memory game. They turn all the cards face down. Students work in pairs and they take turns. One of the students turns three cards. If she is able to create a sentence which consists of three colours (black, red and blue), they can keep the cards. The winner is the student who collects most cards. My students love this game and they really care if the sentences are correct.
Eighth, students place the black, red and blue cards in front of them and the teacher says a sentence in their MT and the students make the sentence in English using the cards.
Ninth, students work in pairs and one of them says a sentence in their MT and the other student makes it using the cards. Activities 8 and 9 are possible only if the students share the same MT. If this is not the case, just skip the activities.
Tenth, students watch the following video and they say the whole sentence adding the verb to be in the correct form.
By following the sequence of activities, my students mastered the pronouns and corresponding forms of the verb to be. In the following lesson, I am going to teach the short forms of the verb to be.