In this lesson, students learn about "can " for ability in the context of jobs. Exposure of the TL is given through a dialogue. Meaning and form will be elicited with guided discovery technique. There will be drilling for correct pronunciation. The lesson will go on with the practice of TL and ends with delayed error correction and feedback.


Abc Cutting Edge Starter Resource bank , Pearson Education Limited, 2002
Abc Images from google
Abc Soars, L. & J.() New Headway Beginners Ss Bk ,OUP

Main Aims

  • To provide clarification and practice of `can` for ability in the context of jobs

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about abilities of a schoolboy


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

*T hangs a picture on the board showing a little boy dreaming about something and asks the ss what he is dreaming about. T tries to elicit he is dreaming about being a ...... *T hangs another picture showing young children in uniforms that belong to different jobs and asks ss what they wanted to be when they were children and let them discuss in pairs.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

*T chests the HO and tells; -We have a reading text about a schoolboy , let's find out what he wants to be when he's big. -Read the text quickly in one minute and choose the best title from the options on the board. *T writes 3 options for the best title on the board; a) Oliver and his friends b)What can Oliver do? c)One day of Oliver ICQs, -How much time ?(1 minute) -Are you going to read every word?(no) -How many options do you have ?(3) *Ss read the text and check their answers in pairs. *Whole class feedback *T chests the HO *T tells the students to read the text again and answer T/F questions in 3 minutes. *Ss check their answers in pairs. *Whole class feedback

Highlighting (2-4 minutes) • To draw students' attention to the target language

*T tells ss to underline the sentences with "can" in the text. *Whole class feedback

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of "can" for ability.

*T chests the HO and tells students -Fold the paper like this (show) and look at the first part. -Answer the questions in 1 minute according to example sentence. *Ss check their answers with their partners. *T clarifies the meaning with the CCQ s on the HO *T tells students to unfold the paper and complete the patterns for form in 2 minutes. *Ss change partners and check their answers in pairs. *T projects the HO on WB and ss come to board and write answers. *T drills the sentences with back chaining technique *T shows stress on WB on the model sentence.

Controlled Practice (4-6 minutes) • To provide controlled practice of "can" for ability

*T chests the HO and tells ss; -This is Oliver's family. -Complete the sentences with can and can't and use the verbs in the box. You have 3 minutes. Work individually. * T takes the attention of the ss to the example . ICQs -How much time ?(3 minutes) -Which verbs are you going to use?(in the box) *Ss complete the sentences. *Peer check *T projects the HO on board, ss come to the whiteboard and write down answers.

Semi-Controlled Practice (5-7 minutes) • To provide less controlled oral practice of "can" for ability

*T projects the speech bubbles on the board *T drills the questions and answers, models the pronunciation and asks students to repeat and reproduce correct sentence stress. *T elicits the questions and answers for the second prompt to make an example. *SS work in pairs to ask and answer the questions. *T monitors the students *Delayed error correction

Free Practice (8-10 minutes) • To provide students with free practice of "can" for ability

*T chests the HO. *T tells the ss; -Stand up and ask questions to each other using "Can you...............?" -Don't ask all the questions to the same person, speak at least with 3 people -Find someone who..... and record the names ICQs, -Are you going to ask all the questions to one person ?(no) -Are you going to write down the names?(Yes) *T drills the question and short answer structure again. * T monitors the students doing the activity. *Whole class feedback. *Delayed error correction

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