Lesson Plan of Use of am/is/are

Lesson Plan of Use of am/is/are

Subject English

Grade V

Students` Learning Outcomes

  • Use am, is, are with different substitution and pointing words in short sentences to identify and describe a person, place and thing e.g. I am……….

Information for Teachers

  • Recap the concepts of nouns, verbs, pronouns and adjectives with students.
  • They must tell the definitions with examples (see lesson plans on these parts of speech for more information)

Am, is, and are, are verbs, too. ‘Am, is, and are’ are form of the verb “to be” because they show a state of being.

  • Substitution words or pointing words are used in place of nouns to talk about someone or something. These are generally pronouns.
  • Am, is, and are, are verbs, too.
  • ‘Am, is, and are’ are form of the verb “to be” because they show a state of being.

Use of am, is, and are

  • Make the following tables on a chart paper and paste the chart in class. All students must copy this table in their notebooks and learn it. Teach the rules to all students.

Table A

Use of am, is, and are

Table B (with examples)

Use of am, is, and are

  • The above given tables teach the subject –verb agreement i.e. subject of a sentence must agree with the verb.
  • These substitution words or pointing words in the first column of the tables tell us which form of be should be used with each word.
  • Teacher must link this plan with the other lesson plans about subject-verb agreement and uses of am, is, and are.
  • ‘Am, is, are’ are used for simple present tense.

For example:

      • I am ready to go to school.
      • You are very nice.
      • This is my pen.

Material / Resources

Writing board, chalk/marker, duster, coloured chalk, table chart, worksheets, flashcards (sample is given at the end of the plan), make flash cards like the sample for all substitution words in the table


  • Stand in front of the class and say: “I am a teacher”. (Repeat this two times. Then write sentence on the board).
  • Call a student to the board. Ask him/her:
  • Who are you? (Response) I am a student.
  • Ask a few students the same question one by one. They all must reply: “I am a student”.
  • Write the sentence, ‘I am a student’, on the board.
  • Tell the students that for a singular person you say: I, but for plural persons you say ‘we’.
  • Ask them to say together: “we are students”.
  • Repeat this singular and plural game a few times till they learn the difference.


Activity 1

  • Ask the students: if we don`t say ‘student’, then what can be some other answer? (Possible responses : boy, girl, child, children, class fellows)
  • Call three students to the front of the class.
  • Ask the following questions from them:
      • Who are you? (Accepted answer: I am a girl/boy).
      • Who is this? (Point to the next student. Accepted answer: This is Saad (Take the name of the boy).
      • Who are they? (They are my class fellows. They are Saad and Salman.)
  • Repeat this same activity with a few more students.
  • Make small groups of 3-4 students.
  • Ask them to practice this activity with each other.

Activity 2

  • Paste the table chart on the board.
  • Write the list of ‘be’ verbs and their subjects as given below for practice.

Use of am, is, and are

  • Ask students to read after you. Do this at least three times for practice.
  • Ask students to add words in the end of each pair of words e.g.
      • I am Ali,
      • You are Saad.
      • He is Usman.
      • She is Samira.
      • It is a book.
      • We are friends.
      • You are my friends.
      • They are class fellows.
  • Call a few students one by one to the board and ask them to complete the sentences.
  • Correct them if they make mistakes. Don`t scold them.
  • All students must copy these sentences in their notebooks.

Activity 3

  • Recap the definition of adjective. ( A word that describe a noun)
  • Tell the students that when we describe we talk about what we see in a person, place, animal or thing e.g. height, weight, colour of skin, eyes, hair, etc.
  • Show a picture of a cat and ask questions to describe it. You can also draw a simple drawing on the board if a picture is not available.


  • The first question may be:
      • “What is this?” (The answer might be: “It is a cat.”
      • “What is its name? “Possible answer: “Its name is Dolly”. ( or Mano etc.)”
  • Students repeat the description of the cat.
  • Repeat the procedure with a picture of two cats:

Two Cats

      • What are these? (Possible answer may be: These are cats)
      • What are their names? (Possible answer may be as: Their names are Dolly and Mano, etc.)
  • Tell the students that we ask questions to get information.
  • Tell students that we use ‘this’ with single (one) and ‘these’ with plural (more than one)
  • Practice with a few more objects in the classroom:

This is a/an

These are

Activity 4

  • Do worksheets 1 and 2.
  • You can draw them on the board or you can make them on a chart and bring it to class.
  • Paste the chart on the board. (If you have prepared,)
  • Ask students to copy it in their notebooks.
  • Ask students to solve the worksheets in pairs.

Activity 5


  • Divide the students into 2 teams.
  • Have 2 desks at the front of the class, facing each other and joined together.
  • Place a chair with each desk.
  • Put the duster in the middle of the 2 desks.
  • One student from each team comes and sits in each chair. This seat is called ‘hot seat’ because they will play a challenge game.
  • Explain the rules of the game to all students.
  • Tell them that you will ask a question.
  • The students sitting in the seat can take the duster whenever they want i.e. immediately when you start the question or when you have finished. Whoever takes the duster first will answer the question.
  • Say: I will say the question only once, and then count till 10 seconds on my fingers.
  • The student will have to answer within ten seconds.
  • If the answer is correct, the team gets 1 point. If not, the other team gets a chance to answer the question.
  • Ask the students if they have understood the rules. Explain again if needed.
  • Now ask questions about use of am, is, and are. Sample questions are given below:
      • Which form of be verb comes with ‘I’? (Possible answer may be as; am).
      • Which form of be verb comes with ‘we’? (Possible answer may be as; are).
      • Which form of be verb comes with ‘you’? (Possible answer may be as; are).
  • Hold a pencil in your hand and ask questions that need descriptions. E.g.
      • What is this?
      • What colour is it?
      • Is it long or short?
      • Is it thin or thick? Etc. (Make similar questions for different objects so that students learn how to describe them.
  • Keep asking questions like these from as many students as you can. You can repeat the questions to make them practice the concept.
  • Ask the class to clap for the winner team. You may also put their names on the board, to encourage them.

Sum up / Conclusion

  • Recap the concepts learnt.


  • Ask the rules of using am, is, and are, in sentences from students.
  • You can use the following exercise to assess students` progress.


  • Put in the following forms of be verb (am, is, are) in the blanks.
      1. This ________a boy.
      2. That ________an apple.
      3. My mother _________in the kitchen.
      4. The children __________not in school today.
      5. Sara`s grandmother ___________from Bahawalpur.
      6. I ______________________in the kitchen.
      7. It ______________Sunday today.
      8. They ______________in the car.
      9. His pencil box __________at home.
      10. I _____________________your friend.
      11. Ahmed and Ali __________here.
      12. You _____________going with me.

Follow up

  • Practice the use of ‘is’, ‘am’, ‘are’, by giving the following fill in the blanks for homework.
  • Write a “be verb” in the blank to complete each sentence:
      1. Ali and Umar ________good friends.
      2. The teacher __________writing on the board.
      3. We ________________tired.
      4. My dog ____________so lazy!
      5. I _________________a tall boy.
      6. You ______________a cute girl.
      7. The bird ___________flying in the sky.
  • Find the exercises related to this topic in the textbook.
  • Ask the students to do the exercise in their notebooks. Discuss them in class.

Use of am,is, and are

Use of am,is, and are

Use of am,is, and are

Use of am,is, and are

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