Abdulla ELKiswani Abdulla ELKiswani

Let's go away lesson, can and can't for possibility lesson
Elementary level

Description

In this lesson, students learn about the can and can't for possibility. Ss will be guided to understand and figure out the grammar patterns, meanings, pronunciation and forms through the Guided Discovery model. The lesson will start with a Lead-in in which I elicit information from students about who's going on holiday for the summer and then ask students to discuss in pairs their favorite holiday country. The main aim of the lesson is grammar. The sub-aim is a controlled practice in speaking as well as a free practice in speaking.

Materials

Main Aims

  • To provide clarification of can and can't for possibility in the context of let's go away for a Holiday in the USA

Subsidiary Aims

  • To provide a controlled practice exercise using can and can't for possibility in the context of Holiday
  • To provide fluency speaking in a free practice conversation using can and can't for possibility in the context of Holiday

Procedure

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

1. Greeting! • I will personalize the Lead-in by sharing my favorite holiday country is with the students; Spain 2. Then to get Ss attention and interest in the topic, I will ask students to work in pairs and ask each other about their favorite holiday country. • What is your favorite holiday country? 3. Elicit feedback from Ss to share their answers publicly by making Ss nominate each other. 4. Then ask Ss to guess the context of today’s lesson

Exposure (3-5 minutes) • To provide a model of the task and highlight useful words and phrases

a) Look at these sentences. Then complete the rules with can or can’t and work with your partner. b) ICQs: • Are you going to work in pairs or alone?  You can go on a boat trip.  You can’t stay on the island.  Can you stay on the island? • We use __________ to say that something is possible. • We use __________ to say that something isn’t possible. • We use __________to question possibility. Feedback Technique 1. I will nominate one student to write the answers on the WB 2. I will check if Ss agree 3. There is no need to ask for justification for these type of questions as they are the rules.

Clarification of the target language (meaning) (4-6 minutes) • To clarify the meaning, so learners understand it.

Understanding meaning 1. Individual Task in Pairs: Look at these sentences. Then choose the correct answer. 2. ICQs: • Are you going to work in groups? • Are you going to check your answers with your friends?  You can go on a boat trip. • It is possible for you to go for a trip on a boat. • It is impossible for you to go for a trip on boat.  You can’t stay on the island. • It is possible for you to stay on the island. • It is impossible for you to stay on the island.  Questions 1. Do / What / there / you / can ? What can you do there? • Questioning possibility • Guessing 2. Stay / Can / on the island / you? Can you stay on the island? • Questioning possibility • Short answer Impossibility • Long answer questioning possibility Feedback technique: 1. I will ask Ss to check their answers with their partner. 2. Then I will provide Ss with the answer key.

Clarification of the target language (form) (4-7 minutes) • To clarify the form so that learners know how to construct it.

a) Look at these sentences. Then complete the rules with can or can’t and work with your partner. b) ICQs: • Are you going to work in pairs or alone?  You can go on a boat trip.  You can’t stay on the island.  Can you stay on the island?  What ………? • For positive sentences, we use: subject + ________+ infinitive. • For negative sentences, we use: subject +________+ infinitive. • __________ and __________ are the same for all subjects (I, you, he, they, etc.) • For positive Yes/No questions, we use: ______ + subject + infinitive? • For positive wh-questions, we use: wh-question + ______ + subject + infinitive? c) Make questions with the words in 1 and 2 and fill in the gaps in short answers 3 and 4. Questions 1. Do / What / there / you / can ? 2. Stay / Can / on the island / you? Short answers 3. Yes, you _____. 4. No, you _____. Feedback Technique 1. I will nominate one student to write the answers on the WB 2. I will check if Ss agree 3. There is no need to ask for justification for these type of questions as they are the rules.

Clarification of the target language (pronunciation) (5-7 minutes) • To clarify the pronunciation so learners know how to say it

Pronunciation group task: work in group and answer the following questions: /kən/ /ɡoʊ/ /help/ /kænt/ /steɪ/ /duː/ 1. Look at these sentences. Then choose the correct answer.  You can go on a boat trip. • The weak sound is: can / go • The stressed word is: can / go • Intonation is rising ↗ • Intonation is falling ↘ • Where is the connected speech?  Can you help me? • The weak sound is: can / go • The stressed word is: can / help • Intonation is rising ↗: me • Intonation is falling ↘ : me  You can’t stay on the island. • The weak sound is: stay / can’t / you • The stressed word: can’t • Intonation is rising ↗ • Intonation is falling ↘  What can you do there? • The weak sound is: can / do • The stressed word is: can / do • Intonation is rising ↗ • Intonation is falling ↘  Can you stay on the island? • The weak sound is: can / do • The stressed word is: can / stay • Intonation is rising ↗ • Intonation is falling ↘ Feedback technique: 1. I will nominate a student to go on the WB and elicits the answer from other Ss and I will ask for justifications behind their answers 2. If there is no time, I would provide the Ss with the answer key 3. Or I will provide the answer key and provide clarification over specific problems I notice with the Ss while monitoring them.

Controlled Practice (4-5 minutes) • To provide a controlled practice exercise using can and can't for possibility in the context of Holiday

Individual task: Use can or can’t to fill in the gaps 1. You _______ go for walks, but you _______ go for running. 2. You _______ go shopping, and you _______ buy lots of products. 3. You _______ go swimming now, if you don’t know how to swim. 4. You _______ stay there, or you _______ stay here. 5. You _______ rent a car or you _______ rent a bus. 6. We _______ go to the beach, our holiday starts next week. 7. My friends _______ visit me today but they _______ visit me next week. 8. The florist _______ deliver the bouquet early. Feedback technique: 1. Check your answers in pairs 2. Then I will nominate 1 student to write the answers on the WB and ask other Ss if they agree with him or her.

Free Practice (4-6 minutes) • To provide fluency speaking in a free practice conversation using can and can't for possibility in the context of Holiday

Task: choose one partner and ask him/her the following question and then choose another partner and ask him/her the same question. Where can you go for holiday in Turkey? And why? ICQ 1. Are you going to talk to two persons or one person? Feedback technique: 1. I will nominate Ss to elicit answers from them.

Delayed Error Correction Game (3-5 minutes) • To challenge Ss to identify the errors in the sentences and then use those sentences to engage students in a controlled practice.

Look at the sentences below and find the error. Then check your answers in pairs. 1. He can travels by a boat. 2. She can travelled by car. 3. You can't not visit me today. ICQ 1. Are you going to work alone or in pairs? Feedback technique: 1. I will elicit the answers by nominating Ss and then ask them to justify their answers. 2. Then I will ask them to work in pairs to use the verbs and nouns in the sentences to talk about themselves with their friend.

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