New lesson plan: Can/Can't for ability

Deniz

Can/Can't for ability - Elementary A1 level

Can/Can't for ability
Elementary A1 level

Description

This lesson will focus on can/can't for ability and vocabulary through some sentences about abilities of an 80-year-old competitor in a talent show.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of can/can't for ability in the context of a competitor's abilities in a talent show.

Subsidiary Aims

To provide product writing practice of a paragraph in the context of one's abilities.
To provide clarification, review and practice of action verbs in the context of abilities.

Procedure (27-45 minutes)

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

- Show the picture of Paddy Jones (a competitor in a talent show who is 80 years old.) - Ask ss to make guesses about her. - Guide them with questions. (How old is she? What's her job? Where's she from?) - In pairs ss come up with guesses. - Elicit the answers and write them on the board.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

- Give a handout about Paddy. - There are statements about Paddy's abilities. - The students work in pairs and try to guess the correct answers about. - Elicit the answers from the students. - Whole class feedback. -Put the sentences on the board. Ask ss why they think so. - Tell the ss that they are going to watch the video of Paddy. Ask ss what is different in the video from their opinions - Ss watch the video of the talent show Paddy joined. -

Highlighting (1-3 minutes) • To draw students' attention to the target language

- -Draw ss' attention to the sentences on the board. - Refer back to the video- (What kind of a show is it? Elicit the word talent- give the synonym ability) Use L1 if necessary when the level of this group is taken into consideration)

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

- Clarify the meaning by CCQs. - Focus on the form as in the analysis (eliciting the answers from the ss) and pronunciation. (Model and drill) (Individually and whole class, back chaining, substitution)

Controlled Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

- Give a handout. - Ask ss to fill in the gaps on their own.. -Ask them to compare their answers with their partners. - Elicit the answers from the ss. - Write the answwers on the board.

Semi-Controlled Practice (3-6 minutes) • To concept check further and prepare students for free practice

- Give a handout. - Ask students to correct the sentences.(individual) - Do the first one together. - Ask ss to compare their answers. - Elicit the answers from the students. - Write the answers on the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

-Make 2 sentences about what you can and can't do. - Ask one of the students if he can do what you can do. - Emphasize that You both ................. (Write the sentence on the board to guide them as this is a task to be done at the end of the writing stage. - Ask ss to write 4 sentences on the handouts. (2 things that they can do- 2 things that they can't do) - Walk around the class and help when necessary. - When they finish, ask them to compare their answers and find the similarities. - Elicit the answers from the students. - If time: Delayed error correction: Focus on the good examples or mistakes and ask ss to correct them.