New lesson plan: Teaching Practice 8

Britta Kos

Teaching Practice 8 - Intermediate level

Teaching Practice 8
Intermediate level

Description

In this lesson, ss will learn how to use the grammar for "be able to" where "can" and "can't" cannot be used in the context of ability and possibility. They will be introduced to the TL by stories and have to find it via gap-fill. Followed by grammar practice and a speaking activity at the end.

Materials

Gap-fill handout

Guess the sentence Student A + B

Speaking Chart

can, could, be able to - chart

Gap-fill handout

Guess the sentence Student A + B

Speaking Chart

can, could, be able to - chart

Main Aims

To provide practice of can, could, be able to in the context of ability and possibility.

Subsidiary Aims

To provide fluency speaking practice in a conversation about can, could, be able to in the context of ability and possibility.

Procedure (39-46 minutes)

1. Lead-in (4-5 minutes) • To set lesson context and encourage students.

Asking the students if they ever had a problem? What kind of problem? (There are no problems in Turkey "problem yok"). Will try to elicit failure and success. This might be helpful for them too (elicit!): Noun: success opposite noun: failure Adj.: successful opposite adj.: unsuccessful Verb: succeed opposite verb: fail

2. Exposure (4-5 minutes) • To draw students attention to the target language.

• I am writing: If at first you don't succeed, … on the WB and get SS in PW, to choose a sentence half to complete the sentence. (very quick PW) • I am eliciting answers from different pairs BEFORE telling them what the whole phrase is: • --- If at first you don't succeed, try, try again.

3. Highlight (9-10 minutes) • To draw ss attention to TL.

• I will focus on the definition of "be able to", and try to elicit that it is similar in meaning to "can". Will try to elicit how to use can / could (can is a modal verb and has only a present, past and conditional form) - That might be too detailed. (ability and possibility) (Elicit over WB, making columns can/could on the left side and be able to + infinitive on the right side • be able to + infinitive - I am able to speak Chinese. - I am able to accept your invitation.

4. While-Reading (7-8 minutes) • To provide students with less challenging gist reading task to fill in the gaps.

Read just to check the gaps. ICQ: Do you have to read the whole text? No. About people who have tried (but failed) to learn something. • Pos. and neg. able to / never been able Have ss check in PW and at the end show answer sheet on PPT. • Clarification about the answers. Did you ss get that right? Where were problems? (Some time calculated to answer questions). If not, moving on … and giving students more time to practice speaking later (Semi-controlled practice). • Ss will have the rules for can/could and be able to + infinitive on the back of this Gap-fill handout for further study at home.

5. Controlled Practice (8-10 minutes) • To provide students with sufficient practice to use TL.

I will demonstrate with this sentence on the WB: Sorry. I won't __________ you tonight. Try to elicit: Form: be able to + infinitive (Sorry. I won't be able to see you tonight.) If they are wrong, I will remind them of the sentence from the beginning: If at first you don't succeed, try, try again. • Guess the sentence Student A and Student B • A and B are taking turns in guessing the sentences. FB: Which sentence was difficult? Why?

6. Semi-controlled Practice (7-8 minutes) • To provide ss with semi-controlled practice of TL.

In their respective groups at the end of the class. They will learn to talk about themselves while using TL. can / could / be able to + infinitive They can use the speaking chart for the first question but then I will encourage them to speak freely. FB (maybe some interesting group quickly shares an example - if time) plus DEC (about new TL).