Giorgiana Giorgiana

The auxiliary verb "can" and actions.
A 1 level


In this lesson the students are going to learn the affirmative and negative form of the auxiliary verb"can".The lesson will start by introducing some of the action verbs that the students will use to express their ability in doing things.


Main Aims

  • By the end of the lesson the students will have had the opportunity to talk about abilities, by using the modal verb "can".They will use both the affirmative and negative form to make sentences regarding abilities.

Subsidiary Aims

  • By the end of the lesson the students will have had the opportunity to practice speaking, by using the action verbs: to sing; to hop; to climb; to dance; to run;to jump; to write; to skip: to read.


Lead-in (3-6 minutes) • To raise the Ss interest and to set the context.

The T is going to pair the student and show the puzzle and say that she needs their help to put the picture back together, and then hand to each pair the pieces of the puzzle.

Introducing vocabulary. (3-5 minutes) • To provide the vocabulary needed to reach to the TL

The teacher will give each S a flashcard and a word form that don't correspond, and ask them to stick them on the board in the correct form.

Vocabulary practice - TPR (3-5 minutes) • To familiarize the SS with the new language.

The T will write on the board "Simon Says" and tell the children to stand up, and then give commands using the vocabulary introduced in the previous stage.

Exposing to the Ss to the TL. (3-5 minutes) • To introduce the affirmative and negative form of the auxiliary verb "can"

The T will tell the students that they are going to watch a video and that, she wants them to listen very well to what they hear and tick on their worksheet the things that they hear.

Grammar focus (4-6 minutes) • To help students discover the meaning of the TL.

After the video, the T will check with the Ss their answers. The T will then take the cards and ask the student "Can you....?". According to the Ss's answers the TL will be drilled and put on the board.

Controled practice (5-8 minutes) • To provide pronunciation practice for the TL.

The teacher stick on the floor less cards then the number of students and will bring them into circle around the cards.Then the T will give the instructions saying that: she will play a song, and when she's gonna stop the song, the children should be touching one of the cards and make a sentence using the TL according to the card.The Ss who don't manege to catch a card will have to stand on one leg until the students finish their cards.

Free practice (7-10 minutes) • To provide pronunciation practice for the TL.

First the T will pair-up the students.Then she will take one survey form and ask one of the students to come in front of the classroom.The T will give another survey to the student, and start asking the S if he ca do one of the actions in form, if he can the T will tick it on the form, if not the will put a cross.Then the student's turn will come and and he'll do the same as the teacher. S will take turns in asking questions to each other. After the task has been modeled teacher hand in the survey forms.

Practice (5-7 minutes) • To revise the target language

The students will first watch and listen to the song and then stand up, sing and do the actions that they see in the video.

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