Walid Baitelmal Walid Baitelmal

can and can't for ability
Beginners level

Description

In this lesson students will learn about "can and can't" for ability and how to ask using "can". they will have the chance to discover the form of the sentence when using can and then they will practice using it in controlled and freer practices.

Materials

Abc Picture of me and my friend and a list of activities.
Abc Guided discovery HO
Abc pictures of the activities
Abc Find someone who

Main Aims

  • To provide clarification and practice of "can" for ability in the context of things people can and can not do.

Subsidiary Aims

  • To provide review and practice of activities used with "can" in the context of things people can

Procedure

Lead in (4-6 minutes) • to set the context of the lesson

- Show a picture of me and my friend. - Ask the students who do they think that man with me is. - Students listen to me talking about my friend and I and tick the things that we can do. - Students check their answers together.

Introducing the TL (4-6 minutes) • To draw students' attention to the TL

- Elicit the model sentence from that table, drill each sentence before writing it on the WB. " I can speak English" " He can't speak English" " " I can't play basketball" He can play basketball" - Ask concept questions : Are we talking about the present or the past? - After writing the sentences clarify where the sentence stress is located.

Guided discovery (7-11 minutes) • To clarify the form of the sentences and questions in a more student centred way

- Give the students the guided discovery HO - Students work in pairs to answer the questions and have some general feedback after each part to make sure everyone is on the right track. - After checking the answers for the positive and negative form students come out and stick the sentence parts on the right place on the WB - After they finish the question form part of the guided discovery HO they come out and put the question structure in the right order.

useful language (4-6 minutes) • to highlight useful language for the coming productive tasks

- Give students HO with the activities and the pictures and ask them to match them in pairs. Ask ICQs : will you work alone or in pairs? ( in pairs) How much time do you have? ( 2) - When they finish have students come and stick the pictures next the words shown by the projector. - Drill the words and clarify the stress if there is any.

Controlled practice (5-7 minutes) • To give the students a chance to practice using the target language

- Give the students "Find someone who" HO. - demonstrate on the white board what they should do - Students move around and ask each other with "can" . " Monitor and correct if the mistake is in the TL" - After they finish students in pairs talk about the people they have on their HO. ................ can speak English .................. can play the piano Monitor and correct if needed.

Freer practice (5-7 minutes) • To give the students a chance to practice using the target language to enhance their fluency along with the accuracy.

- Students write some sentences about things they can and can not do. Monitor and help if needed. - Students tell each other their sentences. - Regroups Students and have them talk about their sentences to their new partners - Monitor for any mistakes , but do not interrupt

Delayed feedback (3-5 minutes) • To highlight the mistakes done by the students.

- Write the mistakes that you noticed with the TL -Elicit the correction from the students.

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