Marijana Siliman Marijana Siliman

A1 level


In this lesson, students will talk about abilities and disabilities using can/can't and conjunction but to revise previously learned grammar. The lesson starts with a game of charades where students will act out different sports. This is followed by a video about Superhumans, disabled athletes and musicions. Students will practice speaking in interview based task.


Abc Presentation
Abc Superhumans
Abc HO can/can't
Abc HO Interview task

Main Aims

  • To provide accuracy and fluency speaking practice in the form of an interview in the context of Paralympics and its participants

Subsidiary Aims

  • To provide practice of can/can't for abilities and conjunction but as an information gap activity in the context of Paralympics and Superhuman abilities


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Ss will start this lesson by playing the game of charades, an acting game in which a player acts out a word or a phrase. Ss will act out different sports. T starts the class by acting out the first sport, tennis.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss watch a video 'Superhumans'. T shows the picture from the video and asks: 'What is he doing?' - Driving a car. Does he have arms? - No. Can he drive a car? - Yes, he can. Elicit conjunction but: He doesn't have arms ____ he can drive a car. T shows another picture and to discuss in pairs: 'Look at the picture!' In pairs talk about the picture.' At total students look at and discuss 5 pictures. After each picture, T provides a FB and elicits the TL by demonstarting.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

T introduces 2 words, disabled and paralympics. Ss will practice using can for ability. Students will be given information gap activity. "Find someone who ... ... can ride a bike! Q: Can you ride a bike? - Yes, I can. No, I can't

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T will display one Superhuman Story on the WB. T will let students read it. T will underline part that students can make questions with. Work in pairs and try to think of some questions to ask. You've got 2 minutes. T writes the questions on the WB. Ss will get their own superhuman sories and for 5 minutes they will try to create interview questions as pair work. Depending on the number of the students in the class, T will change the pairs. Every pair got different Superhuman stories to create questions. On the back of each Superhuman story for creating questions, there is one more story that students will read and become and act as that Superhuman. Students will exchange their partners, Student A asks questions first, Student B becomes a Superhuman from 2nd storry (on the back of the paper). Interviewers switch, Student B asks Student A questions. Instructions: Read and make questions in pairs. (5 minutes) T monitors, helps and notes mistakes. Turn the page and read one more storry. (1 minute) Explain students that they will have 2 roles, interviewer and speaker.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

While monitoring the productive task, T writes some errors on the board. After the productive task, Ss will be devided in 2 groups. They will be competing in recognizing the errors and circiling them. After they circle, each group will talk about the errors they've recognized, and try to correct them.

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