Abdullah Abdullah

Copy of Can and Can't+Adverbs (Listening+Functional Language)
Beginner level

Description

In this lesson, students will be exposed to the listening text with sentences with 'can' and 'can't'. The lesson starts with the teacher's ability of what I can do and what I cannot do. Students will also share with their partner what they can do and what they cannot do. This will be followed by listening for specific information which is answering questions. Finally students will all interview at least 4 different other friends that they can be used to the expression of "Can you....?" "I can........" "I can't........."

Materials

Nc9blsodqnaaumycuvqo filling the gaps sb p.81 Gap-fill handout
5daif2lltyunk2pdtnw8 answer the questions about oliver (listening for specific information) Listening for specific information
Vt8d99cqs6ogiexohqhp adverbs task (fluently only language) different adverbs
Dbclgczfrhyjt93rvbf0 sb p.82 ticking what jenni and you can do Can Jenni/Can you?
Grpunfpcjfudwxyjbydf filling the gaps sb p.81 Gap-fill handout
Pbvddhodjtvzmnoiirzd answer the questions about oliver (listening for specific information) Listening for specific information

Main Aims

  • To provide specific information listening practice using a text about what Oliver can do and what Oliver cannot do

Subsidiary Aims

  • To provide exercise of the different types of adverbs (fluently/very well/really well/quite well/a little bit/not at all)

Procedure

Lead in with the teacher's abilities and disabilities (6-6 minutes) • To give students an example of a language to be able to share with their partner of what they can do and what they can't

I will tell you the things I can do and the things I can't do. You are going to master "can and can't" today. -I can speak Korean fluently because Korean is my mother tongue. -I used to speak Japanese quite well when I was a high school student, but I forgot most of them so I can Japanese a little bit now. -I can't speak Spanish. -I can cook Korean food. -But I can't cook Turkish food yet. -I can swim. -But I can't ski. Now, I would like you to talk about what you can do and what you can't do with your partner.

Prediction task (3-3 minutes) • To encourage students' to predict about content of the text and give them a reason to read the text

through the powerpoint Students will look at the picture of Oliver and a woman "What do you think they are talking about?" "Tell your partner /what you think/ they are talking to each other."

Listening for gist (4-4 minutes) • To encourage students' to listen for general understanding

Through the Powerpoint, There is a question "What's their possible relationship?" and they need to figure out among 3 options 1) Mom and her son 2) A homeroom teacher and a student 3) A boy and his new teacher If students understood, feedback (Pair feedback->WholeClass Feedback) If students look like it's difficult, they may listen one more time.

Listening for specific information (7-8 minutes) • To further familiarise learners with the text

Teacher chest Handout. Instruction: "You are going to listen to the text again." "While listening, you will fill out the blanks by yourself." ICQs: "What you are going to do?" (You are going to write on the blanks.) Are you going to show your answer to your friend? (no) Then, students will be given a handout. Listen and if necessary, I'll let them listen again.

Listening for specific information_second listening text (7-7 minutes) • To help students to listen for specific information (can)

Teacher chest handout. Instruction "You are going to listen to what Jenni says." Tick the box if she can. Leave the box if she can't. ICQs If Jenni can what are you going to do? (Tick the box) If Jenni can't, What are you going to do? (Just leave the box) Pair check->Feedback

Students will learn the 6 different adverbs (5-5 minutes) • to help students to use can+adverbs together

Teacher chest a handout. There are 8 sentences. Write down into the correct box. First, alone. For 1 minute. ICQs: Are you going to do with your partner together? (no) For how long? (1 minute)

Group work on adverbs (5-7 minutes) • to help students to understand the different meanings of the adverbs

in the center of the white board, There are very well/ really well/ fluently quite well a little bit not at all Students will be divided into 2 groups. They will match the percentage with the adverbs. Feedback

Students will interview each other (5-7 minutes) • to help students to practice what they learned from this lesson

Teacher chest Handout. "You will interview different friends." You are going to ask, Can you speak Spanish?" If they can, tick. If they can't, leave the box.

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