Christopher Webb Christopher Webb

Christopher Webb- TP6-Modals
Intermediate level

Description

This session is aiming at grammatically focusing on how to use BE ABLE TO in tenses/forms where CAN/CAN'T cannot be used. The main context is FAILURE and SUCCESS which later will be followed by relevant grammar activities in order to practice.

Materials

Watch?v=qam hagqbra?size=16&default=html Lead-in video - A FAILURE or SUCCESS video of successful people who were previously rejected.
Abc Quotation for initial discussion stage
Abc C.Webb 2008 Personal Training Photo-Business Card
Abc Communicative Language Learning Activity
Abc Highlighting TL

Main Aims

  • To provide clarification, review and practice of Modals —Able to/was able to/being able to in the context of Life in general-present and past capabilities
  • To provide clarification, review and practice

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of Abilities-Capabilities (Present&Past)

Procedure

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

A video of some of the famous celebrities who were initially rejected at the beginning of their careers. The idea of this video is to show Sts Now and Then. Why people fail? Because they aren't weren't able to ...... is the main concept of this stage. Now all these celebrities have the ability to do whatever they like. I will also use my own picture when I was a Personal Trainer and the things back in 2008 that I was able to do. Personalisation of myself will open a new door for me to show myself as human and they will instantly think of their past abilities and present abilities.

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

A quote **At first you don't succeed, try, try, try again** will be shown on w/b and Sts will discuss in pairs what the meaning of this English saying is. Sts will also be exposed to different versions of this saying and choose the one they like and discuss why! The other versions to choose from are shown below. ...give up ...blame your parents ...destroy all the evidence that you tried ...do it the way your mother told you to ...skydiving is not for you

Highlighting (3-5 minutes) • To draw students' attention to the target language a self-scripted text will be used for highlighting.

I will be showing the elicited version of the TL on w/b before the next Clarification stage. Through using my personal abilities back in 2006 and now. After elicitng I will pauir Sts up and ask them to discuss their past and present abilities in pairs. I was able to run everyday. I could run for almost two hours. (2006) I am still able run now. I can only run for 40 minutes. I am not able to run for two hours (2018)

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

Sts will be exposed to a functional grammar actvity and complete in pairs which will be focusing on the TL through working on a woman of age 45 who play tennis and an elderly man of age 78 who is able to use computers.

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

Sts will be exposed to a communicative language exercise from Ts Bkas they will be asked to either agree or disagree with the 15 different statements focusing on the TL.

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

After Agree/Disagree task, Sts will discuss the statements and also their own abilities and capabilities in a speaking activity. Discuss the things that you are able to do, your achievements and failures.

Web site designed by: Nikue