There is enough scaffolded lessons and activities in here to last 5-11 days.
Day 1- Ice Breaker/ Warmup
Students are each assigned a person and country. They are give a list off of slide 5. Students then go and find others from the nationality on their list.
Day 2 or (2-3)
Practice teaching “It is” with classroom items. Students can use first slide as notes and use a dictionary or translator to find the words they do not know. After practicing pronunciation, teacher has students flip over notes and practice with the second slide, speaking in full sentences, “It is a _____.” Additional games and activities are on slide 9 to help reinforce the new vocabulary and grammar. Quiz also included to give once + and - are learned.
Day 3 or (4-5)
Practice teaching “He is” and “She is” with nouns and jobs. Slide 14 and 16 can be used and projected on board and worked through together, or students in groups. Answers for slide 16 on slide 15.
Also, I have used slide 16 to play occupation BINGO with the students. Simply print off a blank template (slide 17) and have them write in a different occupation in each box off slide 15. Then printing slide 16 and cutting out the pictures, I show the picture and the student covers the written name of the job on their BINGO card.
Answers are given with students sharing out with the class, “He is a ______” or “She is a ______.”
Slide 15 and 16 occupation picture dictionary downloaded for free from: http://www.englishwsheets.com/jobs.html
Day 4 or (Day 6-7)
Students now see the rest of the personal pronouns with the correct “be” verb. The notes on slide 19 and 20 are animated so teacher can explain / translate while working through the notes. Only positive and negative notes are given. *note that the objects are words from slide 14, reinforcing that vocabulary and hopefully not hindering comprehension*
Additionally or alternatively, folded notes can be done and modified to fit your students’ needs. For those very new to English, the simple template on slide 22-23 may be enough. The template, if papers are placed back to back, should fold so that lifting the side of I, YOU, HE SHE IT opens to AM, ARE, IS. Students can also cut along the lines to open up to the correct “be” verb. For those more familiar to English, adding contractions and “not” can be useful as shown in slide 21.
Bonus practice worksheets, slides 24-26, follow that can be done individually, in pairs or as a class. They were found for free download at: http://www.englishforeveryone.org/Topics/Verb-Tenses.htm Finally the lesson ends with vocabulary review of speaking: "I am _____. Who are you?" Pictures help students speak and build fluency.
Day 5 or (Day 8-9)
Students now practice adjective order. A list of adjectives are given, or the teacher can cut out and have students sort in pairs or individually the adjectives as positive or negative. Teacher then reviews the nouns on the board, which have been in prior notes and worksheets. Then students practice writing questions about themselves on slide 29 to ask in pairs and then in the class. Monitor students to be assure the answers are obvious. Students shares out, “Am I _____?” and class answers, “You are ____.” Teacher then asks, “Is he _____?” and class repeats, “He is ______.”
Slides 30-54 is a more visual speaking activity for students. The question appears and the students have to answer “Yes” or “No” to the question using a complete sentence. The words are also on the board for the student and appear via animation.
Day 6 or (Day 10-11)
Start with a Kahoot! review if possible. Link to game is here:
Students can then play a writing, listening and speaking game called, “Grammar Hammer.” In small groups or pairs, students will work together on one piece of paper to fill in the blank, “It is ____, but it is not ____.” Students are practicing positive and negative “Be” with various subjects and then contrasting adjectives with “or.” Adjectives learned previously help with the activity, but this is also a great way for students to use a dictionary to learn new words. Teacher can change the time limit to each picture: usually 3 minutes to 5 minutes. When time is complete, everyone stands and one person from a group shares an answer and sits. If a pair has the same answer, one person also sits. Go around the room to each group/pair until one team is standing with the most sentences. Pairs that write the most complete sentences win that round.
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