Hilda Hilda

Copy of Grammar- Modal Can/ Could/ Be able to
Intermediate level

Description

In this lesson, students learn about modal "can/ could/ be able to" through a guided discovery based on a reading text about learning experiences. The lesson starts with a discussion on a well-known English saying "If at first you don't succeed, try, try, try again." It is followed by a matching and discussion activities to practice reading for specific purposes and reading for gist sub skills. Finally the grammar rule is elicited.

Materials

Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Speech Cards
Abc Student's Book page
Abc Vocabulary exercise
Abc WB
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation
Abc Powerpoint presentation

Main Aims

  • To provide clarification of modal can/ could/ be able to in the context of failure and success

Subsidiary Aims

  • To provide scan reading practice using a text about learning experiences in the context of failure and success

Procedure

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

Write on th WB the well-known English saying " If at first you don't succeed, try,try,try again." Elicit its meaning from WC.

Pre-Reading/Listening (5-8 minutes) • To prepare students for the text and make it accessible,and do vocabulary pre-teaching

Show the students the target vocabulary and their definitions Ask them work in pairs again and match the target vocabulary with their definitions SS stand up and check other pairs' answers Write the answer key on the board Ask the students to work in pairs again Hand out the definition of "be able to" to each pair Ask them to read and discuss, what other verb it is similar to Elicit the answers and write on the board

While-Reading/Listening (15-18 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Put the students into groups Ask ss to read the text and answer the questions on exercise 1e with their group Elicit the answers and ask the other groups' ideas Ask if they agree or not and why Reflect the answers on the board Students will sit in pairs again Tell the ss to read the sentences on exercise 1d and match them with the blanks in the text on their own Students check their answers with their partners Elicit the anwers from each pair

Post-Reading/Listening (12-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned and to focus on grammar

Ask the CCQs Elicit the anwers Draw a timeline and elicit the time of the actions in the sentences Elicit the form of the target language Write them on the board Do some driiling exercise Make the students notice the sentence stress Ask students to look at text and tell the tense of "be able to" in each paragraph Elicit the tenses "can" have Ask them to underline

Controlled Practice- Contingency (7-10 minutes) • Speaking practice through a communication activity

Students will work in pairs Each student will have a speech card Students will make predictions about the missing parts of their sentences Student A reads the first sentence, if she/he guesses correctly, writes it in. If not, student goes on guessing. Starting from the sentence 7, ss switch the roles.

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