To provide practice of can /can't for ability. in the context of abilities
To provide Ss with practice of how to say can and can't
Procedure (33-46 minutes)
- T will show SS some flash cards of sports and activity to remind SS, then ask SS to discuss (in pairs) about the pictures. - T-S feedback (elicit a few answers).
- T will put pictures & words on the floor and ask SS to match the words/ phrases with pictures (WC) as a game. ~Instruction: "Match the pictures with the correct word/ Phrase" ~ CCQs: "Are you going to match or write? (match)" ~ CCQs: "Are you going to match in pair or as WC? (match)" - T-S correct the wrong ones.
- Ask Ss to do the exercise 2 on their own before checking in pairs. - Check answers with class. 1C | 2A | 3B Z 4D - Use picture C to teach "Help !" -Help Ss with the form and pronunciation - T Explain the positive form POSITIVE (+) Subject + can + Verb + ….. She | can | play | the piano. NEGATIVE (-) Subject + can + Verb + ….. He | can | play | the piano. - T will highlight that "Can / can't" are the same for (I, you, he, she, it, we and they) - S give example about themselves. - T will highlight that we sometimes use (very) well with can: ex. They can ski very well.
- T ask S (indiv) to answer ex .4. This exercise is to help SS how we say can and cant in sentences. - SS listen and notice how we say can and can't and repeat. - T ask SS if "can" is stressed (it isn't) - T- Point out that "can" is usually pronounced in its weak form in positive sentences and the vowel sound is a schwa. • • • They can ski very well. - T ask if can't is stressed (it is ) and point out that is is stressed because it is negative. • • • Help! I can't swim T- play recording again if necessary.