To provide accuracy in vocalization of can and can't with their respective strong and weak forms.
To practice writing about holiday places and things which one can and can't do.
To practice speaking about holiday activities
Procedure (44-57 minutes)
TT shows pictures of signs indicating things a person can't do, i.e. no smoking sign, no swimming sign. TT asks students "What each sign means" and tries to elicit the form: You can't ..... TT then shows a couple signs that allow things (smoking ok sign, dogs allowed sign) and asks ss to describe them, trying to elicit: 'you can smoke', 'you can have a dog' etc. Then TT shows pictures of setting (Yellowstone national park) and asks ss what they can do there and what they can't do there.
The tt first checks ss understanding of word stress by listening to "You can go". Teacher repeats several times and places stress on "go". TT then writes "You can go." on the board and asks students, "Which word is stressed?", eliciting "go". TT gives students HO and explains that they will listen to someone speaking 2 sentences. They must tick the sentence they hear first. TT must make sure the ss know they will hear 2 sentences, and that they will only be marking the first with a tick. ICQ: How many of these sentences will you hear? ICQ: What will you do if you hear this sentence first? SS may need to hear the audio recording more than once, so TT should check to see if the majority have completed the exercise on the first listening. TT will then participate in WCFB and write the answers on the board. T will then ask each student to read a sentence and check for correct pronunciation. Errors will be looked at in the next activity
The TT will show a slide of Cans and will ask the ss if they know what they are? TT will point to different cans (coke, beans, etc) and elicit their names. TT tells ss that if "can" is a noun, then it is pronounced CAN (like bat). TT moves away and pronounced -AN -AN -CAN and ss repeat. TT explains that is "can" is a verb, then it is said differently. TT writes "I can do it" on the board. "I can" is written in a different color than "do it". TT moves away from the board and begins vocalizing the weak form. TT explains that this way of saying 'can' is faster and lower. TT links "I_can_do_it" and repeats it quickly then slowly, showing the correct and incorrect ways of saying it. TT shows slides of "can" words and practices intonation with class. TT stops at a "can't" slide and explains that can't is stressed because it is a negative. TT practices some "can't" intonations.
TT asks ss if they know anything about Yellowstone Park in Wyoming, USA. SS are given different HO's based on where they are sitting. Student A is given HO A and ss B is given HO B. TT makes sure that ss A and B do not show each other their pictures. Ss work alone and write questions with "can" about the pictures that don't have ticks or crosses. While ss are working, tt checks their questions for accuracy and help with any problems. SS A will move and sit with SS B. SS A asks ss B his/her questions and puts a tick or X next to the related picture. TT makes sure that ss B responds with the correct short answer. SS B then asks ss A their questions. SS then discuss if they would like to go to Yellowstone Park. TT asks SS to share their opinions with the class.
TT tells students to write the name of a vacation place on a slip of paper. They will not share their slip, or show anyone. SS work on their own and make a list of things that they can and can't do in their holiday place based on the list of activities given. Ss will then take turns asking one another about their holiday place. TT will put up some prompts to help ss aks the correct questions.
TT will ask ss to tell the class about their partners holıday place. While listening for errors.