New lesson plan: Can for ability

Tom Godfrey

Can for ability - Elementary level

Can for ability
Elementary level

Description

Presentation of can - based on Straightforward Unit 5A

Materials

Listening text

At the Hairdresser tapescript.docx

Listening text

At the Hairdresser tapescript.docx

Main Aims

To provide clarification of can for ability in the context of talking about the abilities of people and to provide controlled practice of can and cant and the question form

Subsidiary Aims

To provide review of verbs of ability

Procedure (45-59 minutes)

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

Students in a circle throw a ball to learn names.

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

Pre-teach lexis - show actions on the power point ask sts to watch and remember. In pairs ask sts to remember what actions. Match pictures with verbs (on w/b) - check pron. Show picture of ladies at hairdresser - Where are they? what are they talking about? Show visuals of husbands - what actions do you hear? Sts listen and check in pairs. Elicit TL onto w/b: He can..... He can~t....

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

Elicit - He can cook. He can`t play sport. Can he swim? Yes, he can / No he can`t. Drill for correct pronunciation.

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

Sts complete gap-fill for themselves. Introduce - How well? Very well / quite well / not very well. Milling activity - sts practise mini dialogues.

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

Groups - give jumbled tapescript - sts put in order and then listen and check.

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

Elicit mini dialogue. My son is wonderful. Is he? Oh yes. He can speak 3 languages. Oh really? etc/ Drill open class.

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

Sts in pairs create and practise their own dialogue - about someone they know. T. monitors and checks for language. Maybe if time allows one or two pairs act out their dialogue - or change pairs. Open class feedback stage to focus on use of can / can`t