Gursah Cekic Gursah Cekic

YLE-TP6: Abilities
Elementary level

Description

In this lesson, the Ss are going to receive a controlled and semi-controlled practices of the TL. The lesson opens with the T's imitation of relevant animals' abilities of walking, swimming, hopping and running. The lesson continues with showing flashcards of animals and demonstation of the question form: "Can tigers/zebras run/swim?" In the 3rd stage the T delivers a page from the workbook and asks the Ss to fill-in the gaps. In the final stage the T delivers cards to Ss to work in pairs in order to provide a conversational practice of the TL.

Materials

E5dbwbqxrloe7asevrx3 bears bears.jpg
Gugebvgfsjaf30pceec8 elephants elephants.jpg
Cn0sna3jtkaxips856uj kangaroos kangaroos.jpg
Cu94lsxrmk0wdjxrkkfj penguins penguins.jpg
0xl4eqp2s5gjykkwjcti snakes 4 snakes.jpg
Hefe05prs67caz5pzwr0 zebras zebras.jpg
Ev67qafgqeadheeoy3e5 tigers tigers.jpg
Ymjdqrvr22agpv9etnoa 20150814 061003 1 WB p54.jpg

Main Aims

  • To provide review and practice in the context of abilities.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of abilities.

Procedure

Warmer (2-5 minutes) • To prepare learners for more meaningful practice

- The T hangs four pictures around the room. - The Ss stand up, step forward, come together with the T. - The T shows the corners and imitates the actions: run, hop, swim and walk. - The T says "I can walk." and everybody walks towards the corner where a picture of a walking man is hanged. - The T says "I can swim." and everybody acts like they're swimming and going beside the picture of a man, swimming. - The T picks a student and he leads the others, gives instructions. - That S chooses another student and the activity continues.

Lead-in (4-6 minutes) • To provide the MFP of the TL

- The T brings and sticks the action pictures on the board. - Writes their meaning under the pictures. - Shows flashcards of animals and asks "Can elephants hop?" - Elicits answers, corrects the Ss if necessary. - The T writes the positive, negative and question forms on the board.

Exposure (5-7 minutes) • To provide the Ss with controlled practice of the TL.

- Shows the workbook page 54. - Tells the Ss to fill in the gaps, write the sentences. - Check the answers in pairs.

Practice Activity (5-7 minutes) • To provide the Ss with freer practice of the TL.

- The T gathers the Ss in front of the board. - Says "Zebras can run." and the Ss start running like zebras. - Picks a S, asks him to say a sentence. - Others act accordingly. - The S picks another S and he says sth else. - The activity continues until everybody has a chance to give an instruction.

Exposure (8-12 minutes) • To provide the Ss with semi-controlled practice of the TL.

- Show a picture of tigers. Hang it on the board. Write below: run: + swim: + etc. Model & demonstrate. Ask "Can tigers swim?" Say: "Yes, they can." - Deliver cards that show animals and their abilities. - Pairwork. A student shows a picture to his pair and asks "Can kangaroos walk?" The other one answers: "No, they can't." - Wait until all the Ss finish speaking.

Practice Activity (5-10 minutes) • To provide the Ss with semi-controlled and free practice of the TL.

- The T uses the OP to do this activity. - Shows the picture of the exercise and does a demo. - Asks "Can sankes swim?"says "Yes." and then draws a circle around the word, swim. - Then asks a student to join. - The S looks at the picture of the bear and asks others "Can bears walk?" Ss reply "Yes." and then the S draws a circle around the word. - The S picks a student and the new S does the same. - The activity continues until everby has a chance to do the activity.

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