Speaking Lesson,Ability( Positive,Negative,Question Forms of ''Can'' including their Short Forms)
Starter,A1 level


In this lesson, Students are provided the practice of speaking using ''can'' with its positive,negative and question forms including short forms in term of ability and it is supported by listening practice using two videos on the same function of can which is ability.The lesson starts with a ball game.It continues with two videos including target language,semi-controlled activities like ''Can you...?'' and ''Find someone who can...'',free practice activities including productive skills like listing own can and can't sentences and comparing them with his or her partner and sharing common abilities with the whole class and choosing and writing animals names on cut -out cards,sticking them on forehead or backs without showing anybody else and trying to guess the name of the animal by asking questions like'' Can it fly?''etc.Finally the lesson ends with feedback abd error correction including form,meaning and pronunciation of ''can'' and ''can't'' in a sentence.


Main Aims

  • To provide gist, specific information and detailed listening practice using a text about birthday celebration in the context of bithdays

Subsidiary Aims

  • To provide deduction and inference listening practice using two videos about skills in the context of ability containing the positive,negative and question forms of ''can'' including short answers


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

*Ss play a ball game:They say their names in the 1st tour.They tell what they can do in the 2nd tour,They tell what they can't do in the 3rd tour,They ask a friend about another friend,e.g.''Can Ömür play tennis?'' He/She answers e.g. ''Yes he can./No he can't.''in the 4th tour.If the answer is right ,the student who has asked the question stays,but if the answer isn't right,the student who has asked the question sits down.The student who stays as the last person at the end of the game becomes the winner.

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

*Ss watch and listen to two videos about ''Can'' from the website 1-)http://v203.morpakampus.com/materyal.asp?f=3iy3t2mzy-1.mp4&nfu=0 and 2-)http://v211.morpakampus.com/materyal.asp?f=3iy3t2mzy-2.mp4&nfu=0 *Students answer questions about the videos like ''Can she swim?''(Yes,she can.) ''Can she run?'' (Yes,she can.) '' Can she play piano?'' (No,she can't.) ''Can she play basketball?''(No,she can't.)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1-) *Ss work in their new pairs for the activity ''Can you...?'' . *One students gets worksheet A and the other student gets Worksheet B (Worksheet 1) . *Each students writes his or her partner's name in the space at the top of the worksheet. *Students work individually and try to guess if their partner can or can't do activities listed on their worksheet.They underline or circle can or can't in each sentence without talking to their partner. *Students take it in turns to ask their partner if they can do the activities on their worksheet when they have finished. *Example: ''Can you draw a square and circle at the same time?'' *If a students has guessed correctly ,they put a tick in the second column.For each one they get wrong ,they put a cross. *If possible,students should ask their partners to demostrate their ability. *The students who gets the most correct answers is the winner. *One student from some pairs tells the other students about their partner. Example: I talked to Arda.He can remember the theacher's full name ,but he can't snowboard. 2-) *Ss get the worksheet ''Find someone who can...'' (Worksheet 2) *Ss stand up and walk round the classroom and ask their classmates if they can do the things in the list on the worksheet.They are Yes/No questions e.g. ''Can you say the alphabet backwards?'' ''Can you make a paper airplane?'' and write the name of each student who can do that.the first student to write all the names for all the questions becomes the winner.

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

1-) *Ss make a list of things they can do(Exercise 11 on page 57 SBook).They use the words and phrases they have learned in the previous lesson(exercise 1a on page 56 SBook) and their own ideas. *Ss work in pairs and ask questions to find things they both do by using their list in exercise 11.e.g. ''Can you play the guitar ?'' ''Yes ,I can./No,I can't.'' *One student from each pairs tells what they can both do to whole class. 2-) *Each student chooses an animal name and writes it on a piece of paper (a cut-out card) and doesn't show the word to her or his friends .*Ss bring these cards containing animal names to the teacher and the teacher mixes them,puts them on the table in a closed way. *Each student comes and chooses a card.*The cut-out card is sticked on the student's forehead or back. *Ss ask questions like ''Can it swim?'' (Yes,it can.) ''Can it fly?'' (No,it can't.) to his or her friends. *Student tries to guess the name of the animal on his forehead.

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

*The teacher writes some of the sentences she or he has heard while monitoring the activities on the whiteboard: 1-)*e.g. ''She can't singing.''and the teacher asks to the students what is wrong in that sentence and corrects this error by writing the form of ''can'' as ''She+can/can't+V1 (Verb İnfinitive/Base form of the verb) on the whiteboard. 2-)* e.g ''No,it can swim.'' the teacher asks to the students what is wrong in that sentence and corrects this error by saying that if the answer begins with ''No'' the sentence has negative meaning so the right sentence must be'' No,it can't swim.'' 3-)*Students may pronounce the sentences with ''can'' and ''can't'' with the wrong stress e.g they may stress ''can'' in strong and they may stress ''can't'' in weak sound.Teacher shows that ''can'' has weak and ''can't'' has strong sound in the sentence by modal drilling.

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