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TP6 - Going Out
A1 level

Description

In this lesson, ss will learn how to use "can/can't" in the context of going out. The ss will be introduced to the target language through a listening task. After the exercise, there will be a clarification through guided discovery. This is followed by language practice exercises. Finally they will be focused on their productive skill development by speaking for accuracy and fluency via a role play conversation.

Materials

Dno4tqfirhogjovrdx1n picture source Pictures
Pfbanhhtwwhqb3bzd91d presentation6 PPT
Rgdy3wfgqj6csamnprl2 speaking Speaking exercise
4bqhlfmfq1ml0jthxy0m listening 1 Listening exercise 1
Mokirgcns1ayedmyqvb6 listening 2 Listening exercise 2
4kd3fckhtas3a7efe3t3 controlled practice Controlled practice
Pgg2vtzkroudbsrnqjtu guided discovery Conversation text

Main Aims

  • To introduce students to "can/can't" and have them practice within the context of going out.

Subsidiary Aims

  • To present the target language through listening in the context of invitations and replies.
  • To practice speaking for accuracy and fluency with a role play activity.

Procedure

Stage 1 (Warmer/Lead In) (3-5 minutes) • To set lesson context and engage students

-Have projection ready -Remind ss that in Nisaa's lesson they learned to talk about future plans. (i.e. going on a holiday, going to the cinema, meeting with friends..) -Ask ss if they know what it is (party picture) -Ask ss if they have ever been to a party -Ask ss what they think (project the picture of Alan inviting John to his party) -See if learners can guess the question( Would you like to come?) -Point out we often say: Would you like to...? when we invite someone ( I'm having a party. I say, "Would you like to come to my party?")

Stage 2 (Exposure) (5-10 minutes) • To provide context for the target language through listening

-Tell ss to listen and answer the questions -Give them HOs -Tell them to read the questions -Play track CD 2, track 48 -SS check their answers in pairs -Give WCFB -Tell ss to listen again and underline the expressions they hear -Demonstrate -Give them HOs -Tell ss to check the expressions -Play the recoding one more time -Have ss check their answers in pairs -Give WCFB

Stage 3 (Focus on the Language) (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language

-Project the picture of 3 people talking on the phone -Have ss guess the situation -Try to elicit who can come to Alice's party and why -Tell ss that you have the text of the conversation. Ask them to read and discuss with their partners if their assumptions were true -Give them HOs -Try to have them tell the story, correct them if necessary -Project the slide that has positive, negative and question form of "can" -Ask ss: Is it possible for her ?(positive form-yes, negative form-no) Is it hundred percent? to go or not to (positive form-no, negative form-yes) -Give the form -Mark the sentence stress on the WB -Model and chorally drill the pronunciation

Stage 4 (Controlled Practice) (5-10 minutes) • To practice the target language

-Tell ss to add "can" or "can’t" and a verb from the box. -Demonstrate -Give them HOs -Have ss check their answers in pairs -Nominate 5 ss to write their answers on the WB -Have ss check the answers -Correct them if necessary

Stage 5 (Freer practices) (4-5 minutes) • To provide students with free practice of the target language

-Project the pictures (a party, a town, a cafe, a restaurant, a house, a flat and a shop) -Divide the ss into two groups (A and B) -Ask group A to raise their hands. Tell them to think of a place and a day. Invite someone from the group B using the ideas in the box -Ask group B to raise their hands. Tell them to say yes or no. If they say no, say why -Demonstrate with a student I'm going to the cinema on Friday at 7.30. Would you like to come? -Give them HOs -Monitor

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