Speaking:
Who Are You?
Grouping:
Time:
Whole class → pairs
15 minutes
Aim
Students will practice introducing themselves and asking about others using “to be” in affirmative and negative sentences.
Materials
• Name cards with different names, ages, nationalities, and jobs (printed or handwritten).
• (Optional) A class list where students write classmates’ information.
Preparation
• Prepare name cards (or have students make their own).
• Write an example dialogue on the board.
Activity Breakdown
1. Give each student a name card.
2. Model the activity with a confident student:
• “Hello, I am Anna. I am from Spain. Who are you?”
• “I am Tom. I am not from Spain. I am from Canada.”
3. Students walk around, introducing themselves and asking classmates about their information.
4. After 5–7 minutes, students return to their seats and report on 1–2 classmates:
• “Anna is from Spain. She is a teacher.”
Instructions
1. Take a card. Read your name, age, and country.
2. Stand up. Find a partner.
3. Ask, “Who are you?” Answer, “I am [name].”
4. Change partners. Ask 3-4 classmates.
5. Sit down. Tell the class about one person.
Concept Checking Questions
• “Are you using past or present?” (Present)
• “Can you say ‘I be a student’?” (No, “I am a student.”)
Examples
• “I am 25 years old. I am from Brazil. I am not a student.”
Extensions/Varations
• Easier: Use a word bank with sentence starters.
• Harder: Remove name cards and have students describe real classmates.
Error Correction
• During activity: Listen and take notes, but don’t interrupt.
• After activity: Correct common errors on the board and let students self-correct.
Writing:
My Life in Three Sentences
Grouping:
Time:
Individual → pairs
15 minutes
Aim
Students will write three sentences about themselves using to be.
Materials
• Paper or notebooks.
Preparation
• Write three example sentences on the board.
Activity Breakdown
1. Students write three simple sentences about themselves.
2. They check for mistakes.
3. They swap papers with a partner to correct.
4. Some students read their sentences aloud.
Instructions
1. Write three sentences about yourself.
2. Check for mistakes.
3. Give your paper to a partner.
4. Read your partner’s sentences. Correct mistakes.
5. Share your sentences with the class (optional).
Concept Checking Questions
• “Do you write about yourself or a classmate?” (Yourself)
• “Do you write in the past?” (No, present)
Examples
• “I am a student. I am 25. I am not from Italy.”
Extensions/Varations
• Easier: Provide sentence starters.
• Harder: Add a fourth sentence with a negative form.
Error Correction
• Peer feedback first, then teacher correction if needed.
Listening:
Who Said What?
Grouping:
Time:
Pairs → small groups
15 minutes
Aim
Students will practice recognizing to be in spoken sentences and matching information to different people.
Materials
• Audio recording or teacher-read statements (e.g., “I am a teacher. I am not 30. I am from France.”).
• Worksheet with different people’s names and photos.
Preparation
• Prepare a short listening script with 3–4 people introducing themselves.
• Print worksheets with names/photos.
Activity Breakdown
1. Tell students they will hear people introduce themselves.
2. Play the recording/read the script twice.
3. Students match names to information.
4. In pairs, they compare answers.
Instructions
1. Look at the worksheet. See the people?
2. Listen to the audio.
3. Match the names to the sentences.
4. Listen again. Check your answers.
5. Compare answers with a partner.
Concept Checking Questions
• “Are we speaking or listening?” (Listening)
• “Do you write full sentences?” (No, just match.)
Examples
• “I am Maria. I am not 40. I am from Spain.”
Extensions/Varations
• Easier: Give students a smaller number of options.
• Harder: Remove written options; students take notes instead.
Error Correction
• Peer-check answers before the teacher gives the correct ones.
Reading:
Meet My Friend
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short paragraphs and identify information about people using to be.
Materials
• A worksheet with 3–4 short texts introducing different people.
Preparation
• Write short, simple paragraphs about different people.
Activity Breakdown
1. Students read 3–4 short paragraphs.
2. They underline all forms of to be (am, is, are).
3. They answer simple comprehension questions.
4. In pairs, they discuss: “Who is similar to you?”
Instructions
1. Read the text.
2. Underline “am,” “is,” and “are.”
3. Answer the questions.
4. Compare answers with a partner.
5. Tell your partner: Who is like you?
Concept Checking Questions
• “Are we reading or speaking?” (Reading)
• “Do we change the text?” (No, just underline.)
Examples
• “Anna is a doctor. She is not from Canada.”
Extensions/Varations
• Harder: Remove to be forms and have students complete them.
Error Correction
• Peer-check, then discuss as a class.