Verb “to be,” present tense with subject pronouns – p. 4 “To be” with yes/no questions and answers – p. 5




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Activity Ideas:


- Note: Activities for prepositions of movement can be done with lessons on the verb “To Go” (See page 15).


  1. Where We Live; Small and Large Scale:

                1. Have learners state their addresses, and break them apart into number, street, and city.

    • My address is 19 Washington Street. I live AT 19 ON Washington St. IN Providence.

                1. This activity could be used to create a map of where a class lives, and who are neighbors.

  1. Where’s the Beef? -- To practice other prepositions of place

                1. Using things in the classroom or bring your own object (use familiar vocabulary), ask students where things are and have them answer using the correct preposition of place.

  • Where is the first aid kit? It is on the table.

                1. Have students ask each other where different things are.

  1. Giving Orders

                1. Introduce appropriate new vocabulary (e.g. put, place).

                2. Tell learners to move objects.

                3. Have everyone in class command someone else to move something.

  2. Where in the World Is…?

                1. Use a map to ask questions.

  • Where is Chile? It is next to Argentina, and under Bolivia and Paraguay.

  1. Worksheet: Fill in the blank

                1. Write sentences about positions, and have learners fill in blanks.

  • The table is _____ the chair.

                1. You can make a worksheet with images, and ask learners to match the sentence with the appropriate picture.

  1. Identifying Prepositions

                1. Give learners a piece of writing (an article, story, or poem) and have them circle prepositions they’ve learned.

Verb “to have” – Present Tense

(Beginner Only)


Pronoun chart:

I have a pen. We have a pen.


You have a pen. You have a pen.

She has a pen. They have a pen.

He has a pen.

It has blue ink.


Activity Ideas:


  1. Detective

    1. One student (the detective) leaves the room. One of the remaining students (the thief) takes the object. The detective returns and must ask each person, Do you have it (the object)? Each participant denies and accuses someone else. After the detective has asked everybody, he or she must guess who the thief is.




  1. Expand on activities 2 and 3 listed in the adjectives section – add qualities described by “to have”, e.g. blonde hair, brown eyes, a big nose, a red shirt.





Verbs: The Simple Present (Beginning Levels Only)


Uses:

To discuss a regular activity (I wake up early)

To discuss a custom (We watch fireworks on the Fourth of July)

To discuss something that is “consistently true” (The President lives in the White House)

(Grammar in Context, Sandra N. Elbaum)


It may be helpful to teach the simple present along with, or immediately preceding a lesson on asking questions. Many of the activities from these sections overlap.


Useful Adverbs of Frequency:

Every (day, weekend, Wednesday, morning)

Once a day, week, month, year

On the weekends

On Wednesdays

Never

Always

Sometimes

Usually

Often

(Spring 2002 Sara and Olivia)


Word order:

I sometimes cook dinner.

I am sometimes tired

How often do you go to class?

Do you always go to English class?


See Nouns: plural and singular for pronunciation of the –s form


Verbs that take on an irregular –s form:

To have (has)

To go (goes)

To do (does)


Activity Ideas:

  1. Questioning

    1. Ask students to prepare 3 questions using Do or Does to ask the classmate on the right. Organize sentences and then answer.

      • Do-you-what-read? Q: What do you read? A: I read books.




  1. Our Routines

    1. Make a list of verbs to describe things that learners do every day.

    2. Ask them to say sentences using simple present tense to describe a normal day in their lives.

    3. Then ask them to work in pairs and compare themselves with the other learner.

      • What do you do every day? I get up at 8. Luis gets up at 6.

  1. Describing Professions

    1. Ask the learners to name professions or jobs and then ask them what those professionals do.

  2. Talking ‘bout Pictures

    1. Use pictures from the newspaper and have the learners describe people using simple present.

    2. This activity could be done as a writing exercise individually or in pairs.

  3. Building a Chain: Describing Everyday Life

    1. Stand in a circle. Repeat the everyday activities you hear. Add a new activity.

  • Student 1: I comb my hair everyday.

Student 2: I comb my hair everyday and I take a shower everyday.

Student 3: I comb my hair everyday, I take a shower everyday and I study English everyday.


  1. Discussing Adverbs of Frequency:

    1. Draw a timeline on the board:

  1. 100% always – usually – often – sometimes – rarely/seldom – never 0%

    1. Jumble sentences to practice word order.

  • How often do you leave town?  Do leave town how often you?

  1. A worksheet is a helpful way to practice distinguishing between the present progressive and simple present:


Example: I am teaching the class right now.

Every day we teach the class.

  1. He ________ to class every day. (go)

  2. Right now, we ________ English. (study)

  3. What time do you __________ every day? (wake up)

  4. Who ________ the class right now? (teach)

  5. Right now, my family _________. (eat dinner)

  6. I _________ on the board right now. (write)

(Taken from Theory and Praxis: A collective experience with English for Action, p. 33)


Asking Questions


To ask questions with verbs other than “to be”, we need to use the auxiliary verb DO, which does NOT translate in Spanish.


Conjugation of the verb “to do”:

I do We do

You do You do

He/She/It does They do


  1. It would be helpful for most learners to start by asking Yes/no questions:

    • Do you work? Do they like to watch TV? Does she drive? Do you sing?




  1. Once people have that down, move on to introduce the question words:


Who quién Where dónde

What qué Why por qué

When cuándo How cómo


  1. A good way to introduce the past tense is through asking questions using did.


Activity Ideas:

    1. Questioning:

              1. Ask students to prepare 3 questions using Do or Does to ask the classmate on the right. Organize sentences and then answer.

      • Do-you-what-read? Q: What do you read? A: I read books.

    1. Our Routines:

    1. Make a list of verbs to describe things that learners do every day.

    2. Ask them to say sentences using simple present tense to describe a normal day in their lives.

    3. Then ask them to work in pairs and compare themselves with the other learner.

  • What do you do every day? I get up at 8. Luis gets up at 6.

      1. This activity can be used in intermediate levels in units on work if learners describe their routine at their jobs.

    1. How the Stars Live:

              1. Find pictures of famous people (from newspapers or magazines) and ask students, What does she/he do?

    2. What Did You Do?: Questions in the Past Tense Using ‘Did’

              1. Have learners raise their hands as you ask them questions about what they did yesterday.

  • Did you cook dinner?

                1. Make a chart on the board of who did what activities, and ask learners about what other people did.

  • Did Mario go to the movies? / No, he didn’t.

Simple Past Tense



Introducing the Topic:

- Regular: studied, cooked, watched

- Irregular: Went, came, saw

- The past form is the same for all persons. Example: I worked. She worked. They worked.

- If applicable, the second verb should be in the infinitive (to…) form if the first verb is conjugated.

- I went to play tennis in the park.

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