READY Teacher's Guide - Book - Page 81
•
Say and do a mime to illustrate the sentences: I am in my room. I am not in my room.
•
Review the verb to be, its meaning in English and its present tense positive forms (am, is, are).
Explain that in order to make a negative sentence, the word not is said after the verb to be (am, is,
are). Use L1 if needed.
Give example sentences for each pronoun and form of to be: I am not in my room. You are not in my
room. He is not in my room. etc.
Extension: Expose more advanced pupils to the short forms of the verb to be. Remind pupils that they
have seen the positive forms. Explain that for the negative form, the short form combines the verb to be
with the negation word not. Only the first person does not follow this rule (I'm not).
Write he is not on the board, cross out the letter o, and replace it with an apostrophe to write he
isn't. Repeat for each of the short forms using the same example sentence as above: He isn't in my
room, You aren't in my room, etc.
Grammar Activity
•
Do the activity to practice the form: to be (negative).
•
Sentence Builder (VA #20)
Before the lesson, prepare the Sentence Builder cards. You will need the following cards: pronouns,
to be verbs, negation (not), and adjectives (choose any words pupils know, for example: tired, old,
happy, tall, etc.)
Pass out the cards, one per pupil.
Have pupils stand in a line to create sentences. Say a sentence and have the pupils who hold the
correct cards stand at the front of the class. For example: (They) (are) (not) (tired).
Say a new sentence by changing either the pronoun, verb form, negation, or adjective at a time. Play
a few times to have pupils practice building sentences, especially focusing on combining the correct
pronoun and form of the verb to be.
Course Book pages 44-45
•
Remind pupils to use the Grammar section on the page to help them with the following tasks.
Course Book page 44, task 7
•
Have pupils find the verbs in to be (negative) in the poem.
Have pupils read the poem to themselves.
Ask the pupils: Is your room like Alex’s room? Why or why not?
Have pupils read the poem out loud. Check the pupils’ accuracy.
To practice fluency, the teacher reads the poem with a lot of expression, one sentence at a time. The
pupils repeat the sentence after the teacher, mirroring the teacher’s pronunciation, intonation, and
expression.
Course Book page 44, task 8
•
Have pupils complete the sentence with the correct word from the word box.
Course Book page 45, task 9
•
Before listening, have pupils use the verb to be (positive and negative) to describe the characters.
•
Have pupils listen to the riddles and find out who is talking.
81
UNIT 1 / PART 3
