To Be or Not To Be: Understanding and Using the Verb to Be

• Engels
• Middelbare school
• vmbo b
• Leerjaar 2

To Be or Not To Be: Understanding and Using the Verb to Be

Learning Objective

At the end of the lesson you should be able to understand and use the verb to be effectively in sentences.

Introduce the learning objective of the lesson to the students and explain its importance.

What do you already know about the verb to be?

Definition

The verb to be is one of the most important verbs in the English language. It is used to indicate a state of being or existence.

Explain the definition of the verb to be and provide examples.

Conjugation

The verb to be is irregular. It has three forms: am, is, and are.

Explain the three forms of the verb to be and provide examples of their usage.

Positive Sentences

To make a positive sentence with the verb to be, you simply combine the appropriate form of the verb with a subject.

Provide examples of positive sentences using the verb to be and instruct students to create their own.

Negative Sentences

To make a negative sentence with the verb to be, you add the word 'not' after the appropriate form of the verb.

Provide examples of negative sentences using the verb to be and instruct students to create their own.

Questions

To make a question with the verb to be, you invert the subject and the appropriate form of the verb.

Provide examples of questions using the verb to be and instruct students to create their own.

Common Uses

The verb to be is commonly used to express identity, location, and feelings.

Provide examples of common uses of the verb to be and instruct students to create their own sentences using these uses.

Review

In this lesson, we learned about the verb to be, its conjugation, and its common uses.

Review the main points of the lesson and answer any questions students may have.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.