New lesson plan: Modal verb "can"

Osman

Modal verb "can" - A1 level

Modal verb "can"
A1 level

Description

In this lesson, the students will learn the use of modal verb can for ability and making reguests through guided discovery in the context of interesting hobbies

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of modal verb can in the context of interesting hobbies

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of interesting hobbies

Procedure (45-59 minutes)

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

T shows the images " skiing, paragliding, diving, playing the guitar" T: WHAT IS HE DOING? WHAT IS IT? WHO ARE THEY?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T asks the students T: CAN YOU PLAY THE GUITAR? CAN YOU DIVE? CAN YOU GO PARAGLIDING? CAN YOU SKI? CAN YOU SING? CAN YOU DRAW PICTURES?

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes on the board "Can you play the guitar?, I can play the guitar." Can my friend come to dinner tonight? He can come to dinner tonight. T: CAN YOU SING LIKE SEZEN AKSU? CAN YOU DRAW PICTURES BEDRI BAYKAM? WHAT DO YOU SAY WHEN ONE PERSON IS VERY GOOD AT DRAWING PICTURES? WHAT DO YOU SAY WHEN ONE PERSON IS VERY GOOD AT SINGING?(ABILITY) T: YOU WANT TO INVITE YOUR FRIEND. WHAT DO YOU SAY TO YOUR MOTHER OR FATHER. WHAT DO YOU ASK THEM?(THEIR PERMISSION)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes on the board "Use can when you:" 1) talk about ability 2) talk about permission T writes on the board "(+), (-), (?) sentences and fill the form with the help of the students T writes the form: (+) subject + can + main verb in base form (-) subject + can't + main verb in base form (?) Can + subject + main verb in base form CCQ: HE CAN SWIMS. IS IT CORRECT?(NO) WHY?(BECAUSE OF SWIMS)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T shows the handout " Workseet 2" T: LOOK AT THE PART 1 PUT THE WORDS IN THE CORRECT ORDER LOOK AT PART 4 FILL THE GAPS WITH CAN OR CAN'T DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER. T reveals the key.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T shows the handout "English file 8A, 8B" T: LOOK AT PART A LOOK AT THE +, -, ? SIGNS WRITE SENTENCES WITH CAN OR CAN'T DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key. T: LOOK AT PART B CHOOSE THE CORRECT VERB FROM THE LIST FILL THE GAPS WITH CAN OR CAN'T AND THE CORRECT VERB DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

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

T WRITE 5 QUESTIONS FOR YOUR PARTNERS USING CAN ASK THE QUESTIONS TO YOUR PARTNER. WRITE YOUR PARTNER'S ANSWERS. ICQ: WHAT DO YOU DO? T monitors and notes for the errors