Ghizlane Ghizlane

Super Me - Grammar - Can/ can't
Elementary level

Description

In this lesson, students will learn how to use "Can" and "Can't" to express ability. They will also practice listening for specific information.

Materials

Abc `find someone who can` worksheet
Abc controlled practice Ex
Abc listening and answer questions
Abc audio CD
Abc gap fill handout

Main Aims

  • To provide clarification of can / can't in the context of superhero

Subsidiary Aims

  • To provide specific information listening practice using a text about superman

Procedure

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

I will stick a picture of Superman symbol on the white board. and I will ask about what the picture is about. when the mention Superman I will stick the other pictures of Superman flying, looking through the wall and speaking different languages (I will use speech bubbles) I will let them figure out what the pictures are about. I will ask them to tell me things they know about Superman's superpowers.

Exposure (8-12 minutes) • To provide a model of the task and highlight useful words and phrases

I will tell the student that we are going to listen to an audio about Superman. I will chest my gap filling worksheets and explain that they need to fill the gaps with what the speakers will say individually. I will ask ICQs like: "what are we going to do now? what are we going to do while listening to the audio?" I will play the audio and they will do the exercise. when they finish the check their answers in pairs then WCF. I will get Alfie and Ivy's picture and introduce them to students. I will ask students to guess their age. I will stick their picture to the board and tell them to listen to their conversation. and take note of what languages they speak and sports they talked about. I will ask ICQs: "what are we going to do now?" "Are you going to note what food they eat?" students will listen then WCF I will use sentences from the script such as "he can fly", "he can speak every language in the world". These are going to be my models to introduce the form and use of can and can't. I will explain and ask CCQs such as: ` do we use can and can`t in present or the past?`

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

I will chest the exercise and tell them that they need to complete the lines from the conversation with can / can`t + verb. I will ask them to check their answers in pairs after they swap partners. they will listen to the audio once again and correct their answers.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

I will use the model sentences ` I can speak French` and `you can swim` to highlight the intonation. I will use the negative form of the model sentences to clarify the differences in the intonation. then I will back-chain and drill the sentences. They will lessen to the audio to reinforce

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

I will give students a chart to find someone who can do something. they will mingle and write each other`s names for 2 minutes. Then they will get back to their seats and form sentences about their classmates using can and can`t.

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