Identity, feeling, age, location, and origin.
Introduce Yourself with am, is, and are
Choose the right form of be, then use it to share real information about yourself and ask one simple personal question.
Your goal
By the end of this lesson, you can choose am, is, or are and use the pattern to introduce yourself, describe a present state, and ask or answer a personal question.
คำอธิบายเป้าหมายภาษาไทย — เปิดเมื่อจำเป็น
บทนี้ฝึกเลือก am, is หรือ are ให้ตรงกับประธาน แล้วนำไปใช้บอกชื่อ อาชีพ ความรู้สึก อายุ สถานที่ และภูมิลำเนา รวมถึงถาม–ตอบข้อมูลส่วนตัวสั้น ๆ ได้ด้วยตนเอง
Present Simple of be
UseConnect a person or thing to identity, feeling, age, location, origin, or description.
Core formsubject + am / is / are + information
Question formam / is / are + subject + information?
RememberChoose the form from the subject: I am · he/she/it is · you/we/they are.
ชื่อไวยากรณ์ภาษาไทย — เปิดเมื่อจำเป็น
ชื่อไวยากรณ์คือ Present Simple of be ใช้ am/is/are เชื่อมประธานกับข้อมูล เช่น ตัวตน ความรู้สึก อายุ สถานที่ หรือภูมิลำเนา
Progress focus LCFP
LC · Language Control
Match the subject with the correct form and keep the intended meaning clear.
Match the subject with the correct form and keep the intended meaning clear.
FP · Functional Performance
Complete a personal introduction and question without the teacher supplying the sentence.
Complete a personal introduction and question without the teacher supplying the sentence.
Your grammar path
I + am, he/she/it + is, you/we/they + are.
Introduce yourself and ask one real question.
30-minute lesson route
3 minMeaning & baseline
5 minSubject map
5 minStatements & questions
6 minGuided practice
7 minReal introduction
4 minFeedback & retry
Teacher Lesson Plan · Read before class
Grammar in Context standard: Start from meaning, make the form contrast visible, then require the student to create true sentences and use the pattern in a real exchange.
Teacher: State the communication goal and grammar name.
Student: Says what information the pattern will express.
Required result: Meaning before form.
Teacher: Compare the forms with clear subjects and examples.
Student: Chooses am, is or are and explains the subject match.
Required result: The core contrast understood.
Teacher: Model statements, negatives and questions.
Student: Transforms and says each sentence aloud.
Required result: Controlled form practice.
Teacher: Ask for true personal examples.
Student: Creates original sentences without copying the model.
Required result: Form connected to real meaning.
Teacher: Run the introduction and information-check task.
Student: Speaks, asks and answers in context.
Required result: Grammar used to communicate.
Teacher: Correct one pattern and repeat the final task.
Student: Retries with improved control.
Required result: Clear LC and FP evidence.
Feedback rule: Let the learner complete the attempt first. Give one communication or task-success point and one language improvement, then run a short retry.
What do am, is, and are do?
They are present forms of be. In this lesson, they connect a person or thing to information such as identity, feeling, age, location, or origin.
- Identity: I am a designer.
- Feeling: She is tired.
- Location: We are at home.
- Origin: They are from Chiang Mai.
- Age: He is twenty-five.
- Description: The class is useful.
How to run Stage 1
Ask what information each example connects to the subject. Keep the focus on identity, feeling, age, location, origin and description; do not begin with a rule recital.
Choose the form from the subject
Short form: I’m
Short forms: he’s, she’s, it’s
Short forms: you’re, we’re, they’re
How to run Stage 2
Point to one subject at a time. The learner says the matching form and one short true sentence. If the form is wrong, return to the subject before correcting the whole sentence.
Statements, negatives, and questions
| Meaning | Pattern | Example |
|---|---|---|
| Give information | subject + be + information | I am an Engduo student. |
| Make it negative | subject + be + not + information | She isn’t busy. |
| Ask a question | be + subject + information? | Are you ready? |
| Give a short answer | Yes/No + subject + be | Yes, I am. / No, I’m not. |
Important contrast
Are you a student? — use be before identity or description.
Do you live in Bangkok? — use do because live is the main action.
Are you live in Bangkok?
How to run Stage 3
Compare one statement, negative, question and short answer. Ask what communication job changes in each row, then contrast be with one do/does question.
Complete and transform
A. Choose the form
- I ___ an Engduo student.
- My teacher ___ online now.
- We ___ ready to begin.
- My friends ___ from Bangkok.
- She ___ twenty-five.
- You ___ in the right class.
B. Change the sentence
- She is busy. → negative
- You are ready. → question
- They are at work. → negative
- He is your teacher. → question
Answer key — open after completing the practice
A: 1 am · 2 is · 3 are · 4 are · 5 is · 6 are
B: She isn’t busy. · Are you ready? · They aren’t at work. · Is he your teacher?
How to run Stage 4
Select only the items needed to reveal the learner’s weakest subject–form match. After checking, ask the learner to transform two new true sentences aloud.
Give a 30-second introduction
Prepare key words only. Then speak without reading every line.
Hi, I’m ________.
I’m from ________.
I’m a/an ________.
I’m interested in ________.
Today, I’m ________.
My English goal is ________.
Interaction: Ask your partner one Are you…? question. Then report one answer with He/She is… and finish with one shared fact using We are….
How to run Stage 5
Give 45 seconds to plan key words, not a script. Listen without interrupting. Prompt only the next communication move: introduction, partner question, report or shared fact.
Final practice: Introduce yourself independently
Task: Give a short introduction with I am, ask one Are you…? question, report the answer with He/She is…, and add one shared fact with We are….
Success: The learner communicates the full sequence independently and uses at least one accurate example of am, is, and are.
LC · Language Control
2: Matches subjects with am, is and are accurately across the independent message.
1: Meaning remains clear with one form prompt or self-correction.
0: Repeated subject–form mismatches prevent the message from being completed.
FP · Functional Performance
2: Completes the introduction, question, report and shared fact independently.
1: Completes after one communication-move prompt.
0: The introduction and information exchange are not yet completed.
How to run Stage 6
Observe the full attempt without interruption. Score LC and FP from 0–2, give one form correction and one task-completion correction, then repeat a shorter version so the learner can apply both immediately.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
I ใช้ am, he / she / it ใช้ is และ you / we / they ใช้ are เมื่อต้องการเชื่อมประธานกับชื่อ อาชีพ ความรู้สึก อายุ สถานที่ หรือภูมิลำเนา
หากมีคำกริยาหลัก เช่น live, work, like ให้ใช้ do / does ในคำถาม เช่น Do you live in Bangkok?
Teacher guide · 30-minute delivery
- 3 min: Give a three-sentence introduction and ask the learner what changes after each subject.
- 5 min: Use the subject map. Check identity, feeling, location, origin, and age meanings.
- 5 min: Build one statement, negative, question, and short answer. Contrast be with a question using do.
- 6 min: Select the guided items that reveal the learner’s weakest subject–verb match.
- 7 min: Run the introduction, partner question, third-person report, and shared fact without interruption.
- 4 min: Score LC and FP separately, correct one recurring problem, and repeat a shorter version.
Continue your learning path
Teaching references
Content and media rights
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