Samira Namakdoost Tehrani Samira Namakdoost Tehrani

Teaching Practice 8
Elementary level


In this lesson, the students learn the grammar point (be able to) by a 'Guided Discovery' lesson shape and their previous knowledge about (can/can't) to be better able to talk about their abilities. In this lesson, the Ss participate in the process of teaching and learning. After the lead-in and transition from the previous lesson, they are provided with a reading text to be introduced with the target language. Then, they work in pairs and answer some questions about some sentences included by the target grammar point which are extracted from the previous reading text to understand the meaning, pronunciation and form. I ask some CCQs to make sure the Ss find out the meaning of 'can/can't/be able to' and the difference between them, then move on to the clarification of the form. Like the previous stage, the Ss figure out the patterns (positive, negative, questions, short positive and negative answers) in pairs and then I clarify the pronunciation as well. After the clarification stage, the Ss do a teacher-made controlled practice in which they need to unscramble the sentences. To do a semi-controlled practice, the students write about their abilities in some topics and then, find other Ss in the class who have the same ability. Finally, as a freer practice, they think that they are going to have an interview with a manager to get a job in a company and they talk with their friends about the things they are going to tell the manager. They are likely to use the target language. As a result, the Ss are able to personalize the target grammar point in this lesson and talk about their abilities using a different structure (be able to).


Main Aims

  • To provide clarification of 'be able to' in the context of a celebrity's abilities and disabilities.

Subsidiary Aims

  • To provide accuracy and fluency writing and speaking practice in the context abilities and disabilities.


Lead-in (1 minutes) • To generate transition and interest in the context of abilities.

- Transition from the previous reading task to the clarification of MFP related to the grammar point: 'be able to' by showing the photo of X-Factor winners and getting Ss to tell the class about what they can remember about them and specifically Leona Lewis.

Reading task (3 minutes) • To contextualize and introduce the target language.

- Showing a short text about Leona Lewis, getting Ss to work in pairs and find what Leona can/can't do. - Getting Ss to tell the class about Leona's abilities/disabilities. - Introducing the context of the lesson which is how to talk about abilities and disabilities.

Highlighting target grammar point (1 minutes) • To highlight the target grammar point so that learners are focused on it.

- Giving Ss the clarification worksheets. - Showing Ss some sentences extracted from Leona's text which are related to the grammatical structure (be able to).

Clarifying the meaning (3 minutes) • To clarify meaning so learners understand it.

- Getting Ss to look at the sentences on their meaning worksheet and answer the questions in pairs. - Checking the correct answers with the class. - To have a CCQ: Getting Ss to work in pairs, find out the function/use and complete the rules. - Checking the correct answers with the class.

Clarifying the form (4 minutes) • To clarify the form so that learners know how to construct it.

- Getting Ss to complete the patterns with their partner. - Getting one of the Ss in each group to write the correct answers on the WB. * Anticipated problem: Some Ss may find this activity difficult, therefore, can't complete the patterns because they do not know the correct answers. * Solution: I reassure them that I will clarify the form later but now they just need to try and also, I ask one of the strong Ss to help the others answer the question.

Clarifying the pronunciation (8 minutes) • To clarify the pronunciation so learners know how to say it.

- Getting Ss to listen to the teacher and then, the teacher reads each sentence twice. The Ss just listen (don't repeat) and draw circles above the stressed words. - Getting Ss to work in pairs and check their answers. - Reassuring the Ss that the teacher clarifies the pronunciation later, but for now, Ss work in pairs and choose the correct answers in ex 5. - Checking the answers with the class and clarifying different aspects of phonology in the model sentences. ** 'able' is stressed in sentences and questions. 'to' has a weak form. 'am/is/are' isn't stressed in positive sentences and questions but is stressed in negative sentences and short answers. The verb after 'be able to' is always stressed. ** - Getting Ss to repeat the sentences in ex 4, copying the weak and strong forms and the sentence stress.

Controlled language practice (8 minutes) • To provide controlled written practice focused on using the language accurately.

- Rearranging the pairs. (If this stage is on the right time: via a discussion, if it's not: the Ss find a new partner.) - Giving Ss a HO to do a teacher-made controlled practice. - Getting Ss to work alone and put the words in the correct order to make sentences/questions. (Jumbled sentences) - ICQs + doing examples - As FB, getting Ss to check their answers in pairs while early finishers are checking the other Ss' answers. (Peer-checking) + Getting Ss to write the correct answers on the board. * Anticipated problem: Ss may find unscrambling the words related to the grammar 'can,can't' difficult. In fact, they had this grammar 'can/can't in unit 6.4 in their Starter course book, but maybe they have forgotten some points (i.e. forms) or even they are totally unfamiliar with the grammar. Solution: Monitoring carefully to provide help, clarification and hot or delayed error correction.

Semi-controlled language practice (8 minutes) • To provide a semi-controlled oral practice focused on using the language accurately and productively.

- Giving Ss a HO to do a teacher-made semi-controlled practice. - Getting Ss to work alone and write sentences about their abilities in the topics of "music, sport, food, languages, art". - After writing down their sentences, getting Ss to walk in the classroom and find someone who has three the same abilities. - ICQs + doing examples. - As FB, WC discussion and getting Ss to talk about their abilities/the same abilities with their friends.

Freer language practice (6 minutes) • To provide a freer oral practice likely to require Ss to use TL productively.

* If there is enough time: - Setting the context: Ss want to get a job in a company. They need to think about what they are going to say in the interview with the manager. - They talk about them first with their partner and then, with the whole class. - As FB, I ask some of Ss to talk about the things they are going to tell the manager. (Likely to talk about their abilities)

Peer error correction (3 minutes) • To get Ss to be aware of their errors.

- Monitoring Ss while they are discussing and writing down some of their common errors. - Writing errors on the WB, getting Ss to correct them in pairs. - Asking one of the Ss to come to the WB and correct them.

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