Activity 1: Introduction and Presentation of the Topic (15 minutes)

1. Begin the class by greeting the students and asking them how they are feeling today. Encourage them to respond using the verb “to be” (e.g., “I am happy,” “I am excited”).

2. Introduce the concept of the verb “to be” by explaining that it is used to talk about ourselves and others. Write the verb “to be” on the board and explain that it has three forms: am, is, and are.

3. Use visual aids such as flashcards or pictures to illustrate the different forms of the verb “to be.” For example, show a picture of a boy and say, “He is happy,” then show a picture of a girl and say, “She is happy.”

4. Engage the students by asking them to come up with sentences using the verb “to be.” Provide prompts such as “I am…” or “You are…” and encourage them to share their responses with the class.

Activity 2: Practice of the Topic (20 minutes)

1. Divide the students into pairs or small groups and distribute worksheets or handouts with fill-in-the-blank sentences using the verb “to be.” For example, “__ is my best friend” or “We __ students.”

2. Walk around the classroom to provide assistance and guidance as the students complete the sentences. Encourage them to use the correct form of the verb “to be” based on the subject of the sentence.

3. After the students have finished, have them take turns reading their completed sentences aloud to their partners or group members. This will provide an opportunity for them to practice pronunciation and reinforce their understanding of the verb “to be.”

Activity 3: Assessment of the Grammar (10 minutes)

1. To assess the students’ understanding of the verb “to be,” create a simple matching activity. Prepare flashcards with different subjects (e.g., I, you, he, she, we, they) and corresponding forms of the verb “to be” (am, is, are).

2. Show each flashcard to the students one by one and ask them to match the subject with the correct form of the verb “to be.” For example, if you show the flashcard with “I” on one side and “am” on the other side, the students should say, “I am.”

3. Repeat the activity with different flashcards, gradually increasing the difficulty level by mixing up the subjects and verb forms.

4. Provide positive reinforcement and praise for correct answers, and offer additional explanations or examples for any incorrect responses.

5. Wrap up the class by reviewing the main points covered and asking the students to share one sentence using the verb “to be” before saying goodbye.