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Grammar and Speaking p53
Elementary level


In this lesson students learn about can and can't and they know this grammar already.They need to practice and review it and the main focus of the lesson is the speaking we will have some activities .


Abc hand-outs and pictures

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travel and tourism

Subsidiary Aims

  • To provide review of use of can and can't in the context of travel and tourism and generally use of can for permission or ability


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

I will ask them : -Do you travel? -Where do you travel ? -What do you travel with? -Can you get relaxed when you travel? -Can you have fun? -Can you take you pet with yourself? I will ask them to make a list of can and can't when they travel helping each other to make the list(3 pairs are enough) for example: -I can't stay home + I can stay in Hotel can :................ Can't;.................. they work in pairs and I monitor get feed back by eliciting some of their answers

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

I will explain language by body language and saying some examples to show ability and permission: permission examples: -Can you leave class without permission?(showing hand up to show permission) -Can you to another country without passport? -Can we have night club here? -Can a kid get divers license when he or she is 15 years old? ability examples: -Can you speak Japanese or Turkish? -Can you dance or ride a bicycle? -Can run faster than a car or train? -can we talk about it,please? -Can you do it? Ex.Part 1: I ask them to complete the hand-outs(help each other)-give them hand-outs-monitor them and ask answers chorally Ex.Part 2: I will show them instruction about how to do the exercises (how to make a question and and do the exercise) on page 134 and 136 and ask them to work in par and ask each other questions about the picture and write down the report.-I give them hand outs monitor them-and then ask them to read their reports about their friends

Useful Language and pronunciation (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Pronunciation part : I will give them hand-outs and I will get their attention on first 2 examples and I will write them and I will get them to look at the sentences and I will read them. emphasizing on the can pronunciation and can't stress in the sentence . I will ask them to repeat after me. Ex.Part 1: I ask them to repeat after the CD - I play and pause it-and they repeat Ex,Part 2: then I will give instruction to do this activity then under the words they hear in the CD

Productive Task(s) and speaking (15-18 minutes) • To provide an opportunity to practice target productive skills

Speaking Ex.Part 1: I will give them the hand-outs but for a group work to group A and B and C .-I will ask : -What do you see in these pictures? -What do you think they say? I will give them instruction to do it and match the conversation with the listening .-I will elicit the answers from each group - I will give each group hand-outs and sentence by sentence script and I give them instruction to put the conversation in a correct order for each picture and I will monitor them and give them time to figure it out,-then ask them the correct answer-(if they can not do it then I play and pause the CD and ask them the correct order step by step) -Ex, Part 2: I will give them the transcript and and ask them to prepare to act it out in pairs-then I will ask some pairs to act conversation A and B in. Ex.Part 3: I will give them the picture and useful language box and give them instruction and 5-6 minutes to make and prepare a conversation to act out in pairs and after they get prepared I will ask some pairs of them to act out the conversation in front of the class, -

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

while they act out the conversation in front of the board in speaking activity I will ask other students to help them and find their mistakes and say it or I will correct them depending on the situation late correction or on the spot correction by me or peers to help them produce the sentence they want to.

Flexi-stage for speaking part (5-10 minutes) • To give them more time to practice the language

if time do,I will ask them to try to act out the conversations in part 1 of speaking without looking at the transcript then I will ask other students to remember that conversation with out looking at the conversation transcript then at the end I will ask them to check and compare their conversations with transcript and if I can make time I will ask them to do the exercise 4 from their work book

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