TT EE AAC CH H II N

NGG T THH EE
VV EE RR BB T TO O BB EE II N N
EE NNG G LL II S
SH H T TO O
NN EE WWC CO OM M EE RR EE LL S
S
(( EE S
S LL ))
// by
by CCaassss //

    

TThe
he ve
verb
rb “to
“to bbe”
e” iiss tthe
he mo
most
st
com
common
monly
ly uussed
ed ve
verb
rb iinn tthe
he EEng
nglilisshh
la
lang
nguuaage.
ge. Howeve
However,r, iitt iiss aann iirrre
regguula
larr
ve
verb
rb iinn ttha
hatt iitt doe
doess not
not fol
follow
low tthe
he
sa
same
me ggra
rammma
marr rruule
less aass re
regguula
larr ve
verb
rbss
(i(inn al
alll for
formmss of
of tthe
he ppre
resseent
nt or
or ppaast
st
te
tennsse).
e). TThhiiss ca
cann ma
make
ke iitt aa tricky
tricky ve
verb
rb
for
for EELs/M
Ls/MLLLs
Ls to
to ggra
rassp.
p.

BBeecau
caussee of
of tthe
he ve
verb’s
rb’s iirrre
regguula
lari
rity,
ty, iitt
iiss iim
mpporta
ortant
nt to
to ex
expplici
licittly
ly teac
teachh tthe
he
ve
verb
rb “to
“to bbe”.
e”. Teac
Teache
hers
rs ca
cann gi
give
ve
st
stuude
dents
nts aa va
variety
riety of
of ppract
ractice
ice iinn
aapp
pply
lyiing
ng tthe
he for
formmss of
of “to
“to bbe”
e” iinn tthei
heirr
ow
ownn la
lang
nguage
uage uusage
sage ac
acro
rossss al
alll
la
lang
nguuaage
ge domai
domainnss –– liliste
stenniing,
ng,
ssppeak
eakiing,
ng, readi
reading
ng aand
nd w
wri
rittiing.
ng.

SSo,
o, w
wha
hatt aare
re some
some way
wayss we
we ca
cann
teac
teachhiing
ng ppract
ractice
ice tthe
he ve
verb
rb “to
“to bbe”
e”
w
wiitthh ou
ourr ESL
ESL st
stuude
dents?
nts?

1. TEACHING THE
VERB “ TO B E” IN
EN G L ISH:
IN TRODU CE &
MODEL EXAMPL ES:
IIntrodu
ntroduce
ce “to
“to bbe”
e” w
wiitthh aa clea
clearr aanc
nchor
hor
ccha
hart
rt or
or ppooste
sterr ttha
hatt bbreaks
reaks dow
downn tthe
he
for
formmss of
of “to
“to bbe”
e” by
by ssuubje
bject.
ct. It
It iiss
al
also
so hel
helppfu
full for
for EELs
Ls to
to pprov
rovide
ide aann
exa
exammpple
le for
for eac
eachh ve
verb
rb for
formmw
wiitthh aann
accom
accomppaany
nyiing
ng vviissuual.
al.

Teac
Teache
hers
rs ca
cann iintrodu
ntroduce
ce tthe
he ve
verb
rb “to
“to
bbe”
e” aass fu
fullll ppage
age aanc
nchor
hor ccha
hart
rt or
or hal
halff
ppage
age for
for st
stude
udents
nts to
to ppuutt iinn tthei
heirr ow
ownn
ggra
rammma
marr noteb
notebooks.
ooks.

2 . GUIDED
PRACTICE:
St
Stude
udents
nts ca
cann ppract
ractice
ice tthe
he ssuubje
bject
ct ++
ve
verb
rb for
formm of
of “to
“to bbe”
e” uusi
sing
ng st
study
udy
gguide
uidess lilike
ke ppri
rinta
ntabble
le or
or digi
digital
tal
ffla
lasshca
hcard
rds,
s, or
or aa lift
lift tthe-f
he-fla
lapp
folda
foldabble.
le. TThey
hey ca
cann al
also
so ppract
ractice
ice
tthe
hessee te
terrm
mss iindi
ndivvidu
idual
ally
ly or
or w
wiitthh aa
ppaartne
rtner.r.

O ne w hole cla s s act i v i ty cou ld b e

ha v i ng st u de nts ge ne ra te a li st of
nou n s a nd na me s on st icky note s.
T he n, st u de nts sort eac h st icky note
u nde r w h ic h for m of “to b e” t he nou n
wou ld take.

VO
now new Rr
only own
people auiat

"ToBe"
IS are

the
ice lights the
cars
cream teach
ers
clocK my
dad

clouds Sam
+пе friends andI
tree friend the
table
the
cil
pen +he
prone

the
Ms.Craig flowers

library
books Stars

WWW.RAISETHEBARREADING.COM
A fte r st ude nts a re a b le to re co g n i z e
eac h ve rb for m, t hey ca n move on to
a pp ly i ng t he s u bje ct + ve rb for m i n
fu l l s e nte nce s.

INDEPENDENT
P R ACT IC E W I T H “TO
BE”:

T he re a re so ma ny way s to p ract ice

g ra m ma r s k i l l s i n E ng li s h, bu t t he mo st
i m p orta nt t h i ng i s re p et i t ion. T h i s
mea n s a pp ly i ng a new g ra m ma r s k i l l i n
mu l t i p le act i v i t ie s ac ro s s t he
la ng u a ge domai n s (s p ea k i ng, li ste n i ng,
readi ng a nd w ri t i ng).

T h i s ca n b e done w i t h si m p le
ma tc h i ng act i v i t ie s, fi l l-i n s, sorts, a nd
sseente
ntence
nce w
wri
rittiing,
ng, lilike
ke iinn tthe
he iimage
mage
bbelow.
elow.

TThe
hen,
n, st
stuude
dents
nts ca
cann aapp
pply
ly tthhiiss
kknow
nowledge
ledge w
whe
henn readi
reading
ng tthe
he for
formmss
of
of “to
“to bbe”
e” iinn contex
context.t. For
For exa
exammpple,
le,
st
stuude
dents
nts ca
cann ppract
ractice
ice fi
findi
nding
ng “to
“to bbe”
e”
by
by hu
hunt
ntiing
ng for
for tthe
he ppre
resseent
nt te
tennssee
for
formmss of
of tthe
he ve
verb
rb “to
“to bbe”
e” iinn aa bbook
ook
or
or readi
reading
ng ppaasssage
sage..

It
It ca
cann al
also
so bbee uusseefu
full to
to ha
have
ve
re
resou
source
rcess iinn bbot
othh ppri
rinta
ntabble
le PPDDFF aand
nd aa
digi
digital,
tal, GGoo
ooggle
le SSlide
lidess ve
version
rsion iinn orde
orderr
to
to meet
meet tthe
he di
dive
vers
rsee lea
learrnniing
ng need
needss
of
of you
yourr EELs.
Ls.

EXTEN DED
APPL ICATION:
O
O nce
nce
EELs
Ls aare
re

comforta
comfortabble
le w
wiitthh tthe
he for
formmss of
of “to
“to
bbe”
e” iinn tthe
he ppre
resseent
nt te
tennsse,
e, tthey
hey aare
re
ready
ready to
to aapp
pply
ly iitt iinn tthe
he ne
nega
gattiive
ve for
formm
of
of “to
“to bbe”
e” aass wel
welll aass uusi
sing
ng iitt iinn aa
contract
contraction.
ion.

Afte
Afterr ggra
rassppiing
ng tthe
he ppre
resseent
nt for
formmss of
of
“to
“to bbe”,
e”, tthe
he ne
nega
gattiive
ve for
formm iiss qquuiite
te
si
simmpple.
le. It
It jjuust
st re
reqquuiire
ress addi
adding
ng “not”
“not”
aafte
fterr tthe
he ve
verb.
rb.

A
Allso,
so, st
stude
udents
nts w
wiillll com
common
monly
ly ssee
ee aand
nd
hea
hearr tthe
he ve
verb
rb “to
“to bbe”
e” iinn iits
ts
contract
contraction
ion for
formm.. TThhiiss iiss w
why
hy iitt iiss
iim
mpporta
ortant
nt to
to ex
exppoossee tthem
hem to
to iitt aass
wel
well.l. You
You ca
cann ha
have
ve st
stude
udents
nts ppract
ractice
ice
tthe
he contract
contraction
ionss iinn tthe
he sa
same
me way
way
tthey
hey ppract
racticed
iced tthe
he re
regguula
larr for
formmss of
of
“to
“to bbe”
e” aabbove.
ove.

Look
Lookiing
ng for
for more
more ESL
ESL ggra
rammma
marr
re
resou
source
rces?
s? TThe
henn cche
heck
ck ou
outt tthhiiss bblo
logg
ppoost
st on
on Wha
Whatt to
to Look
Look for
for iinn ESL
ESL
GGra
rammma
marr Act
Actiivviittie
iess!!

What to Look for in

ESL Grammar
Worksheets and
Activities for
Newcomers and
Beginning ELs
All too
often,

grammar worksheets for

newcomer and beginner ELs are
way too similar in format to
grammar worksheets for native
speakers. They lack visuals and
are just pages filled with language
that our ELs may not have yet.
Without supports, students just
regurgitate a new grammar skill
without applying it to exercises
that they … Continue reading

Raise the Bar

0
Reading

A
Allll act
actiivviittie
iess ppict
ictuured
red aabbove
ove aare
re iinn
tthe
he Teac
Teachhiing
ng tthe
he Ve
Verb
rb “To
“To BBe”
e”
NNewcome
ewcomerr aand
nd BBeegi
ginnne
nerr ESL
ESL GGra
rammma
marr
UUnniitt.. It
It iiss al
also
so aavai
vaila
labble
le w
wiitthh 19
19 ot
othe
herr
uunniits
ts iinn tthe
he ESL
ESL GGra
rammma
marr Bu
Bund
ndle
le!!

FFi il leedd UUnnddeerr:: EESSLL,, UUnnccaate

teggoorri izzeedd

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