Melis Vartanyan Melis Vartanyan

Grammar: Can / Can't
Elementary level


In this lesson the students will learn how to and where to use "can & can't"


Main Aims

  • To provide clarification, review and practice of ability (Can, can't) in the context of conversations in daily life

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of conversations in daily life


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

First of all I will tell them that I have a secret. After taking their attention, I will show them a picture of Van Gogh and tell them that I can draw a picture very well. Then I will draw a hang man on the board and tell them that I can't draw a picture. I will show some pictures of the animals and try to elicit the verbs first. Show them a tiger and a bird , then ask what they can do? Fly, Can they run? Yes, they can/ No they can't. So continue asking some other questions and elicit. Then explain them we are going to talk about the grammar today.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

I will pair them according to the animals that they will pick up the pictures of the animal cards from the box. (2 tigers, 2 birds, 2 monkeys, 2 fish,2 bats,2 kangaroos,2 koalas, 2 chameleons) I will ask who can run fast? Hands up then find the pair. Show the H.O. for survey and ask them to do it individually first.They have 3 mins. I will choose a strong students and ask her/ him " Can you spell your name and last name ?" , "I can spell my name and last name. ....." Model it then ask their pairs and check. Ask nominated students to answer their pairs the questions.

Highlighting (2-3 minutes) • To draw students' attention to the target language

- I will ask them how we use "can" in affirmative form, negative form, question form. Elicit from the students. - I will project the 1st sentence on the board and show the 3 forms to them with changes.

Clarification (7-9 minutes) • To clarify the meaning, form and pronunciation of the target language

I will ask them which one is faster? The trains will be ordered according to their speed and projected on the board. I will pick up the sentence from the grammar box but first elicit them from the students. It can travel very fast. (showing the Japan bullet train) It can't travel very fast. ( showing the Spain train) Keep their attention to the form and then listen the audio 1.73, model and drill. I will look at the next audio 1.74 and give them a H.O. ask them to circle what they hear. Nominated students answer the questions.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

I will give students H.O. ( can/can't- WB) ask them to fill in the blanks.They have to read the first text quickly. Ask them to pair check I will start from a student to answer the 1st question and then he/she chooses the other student to answer.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

- I will show them the picture A and B - I will tell them that we will listen the conversation and they will match them. - Feedback will be shown on the board. Nominated students will answer. - I will give them the H.O. ( EX 4h, WB) - I will ask them to work in pairs. - I will project the answers on the board.

Free Practice (4-7 minutes) • To provide students with free practice of the target language

- I will give them the picture from the S.B. ex3, and ask them to work in pairs. - I will ask them to write a dialogue by using the useful language that they've learnt. - Tell them that they have 4 mins. - I will monitor - I will choose one pair and ask them to come to board and role-play.

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