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Amy - TP: 7a can / can't
Beginner level

Description

In this lesson Ss will discover how to use can / can't, they will listen to it's use and by the end of the lesson be able to talk about what they can and can't do.

Materials

Abc Semi -controlled practice
Abc Guided discovery HO 2- AK
Abc Guided discovery HO 2
Abc Table for listening
Abc Guided discovery HO 1 - AK
Abc Guided discovery HO 1
Abc WB
Abc Vocab cards
Abc listening
Abc Detailed listening questions
Abc CB

Main Aims

  • To provide Ss with an opportunity to discover can and can't in the context of general abilities

Subsidiary Aims

  • To provide Ss with a model of the TL

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context, engage students and review potential blocking vocab

T puts Ss into groups (3 or 4 depending on class numbers) T shows 10 pictures on OH. each group will have 3/4 of the vocab words, Ss stick on WB under relevant picture. T tries to elicit TL - can or can't

Language Analysis (5-6 minutes) • To give the students a chance to discover the meaning and some of the form of the target language

Ss will be given HO1 and should try to read and fill it out as a group. T will give out the answer key to each S.

Highlighting (2-3 minutes) • To provide a model of the pronunciation of the target language

As WCFB students provide teacher with model sentences and T provides pronunciation drills.

Exposure (5-8 minutes) • To provide a model of the target language

Ss will be given the listening task. Ss will be exposed to the TL in question, positive and negative form. And will tick or cross all of the things that Natalia can or cannot do. Ss will listen once or twice depending on their needs. Ss will check in their groups

Language Analysis 2 (7-8 minutes) • To give the students a chance to discover the meaning and form of the target language

In their groups Ss try to fill in HO2 with the correct parts of questions and short answers. They then try to write out the form. T gives out an answer key and Ss discuss.

Highlighting (2-3 minutes) • To provide a model of the pronunciation of the target language

As WCFB Ss provide the T with a model question and answer. T provides pronunciatin advive and drills.

Language Practice (8-10 minutes) • To provide students with a controlled practice of the target language

Ss will fill in the gap and practice with a partner

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