Pinar Atalay Pinar Atalay

CELTA TP4b
Elementary-A1 level

Description

In this lesson SS will practice and learn the modal 'can' by a text based grammar presentation followed by guidede discovery in the context of travelling..The text is about Hong-Kong airport. Later they will listen to a track to hear the difference between positive and negative forms of can. Finally, SS will have a speaking practice using TL.

Materials

Abc Grammar Discovery HO
Abc Cut up jumbled sentences
Abc 2 Listening HO
Abc Listening track 5.5
Abc Listening track 5.4
Abc Gap-fill 1a HO
Abc Reading Text Travel Forum HO

Main Aims

  • To provide review, practice and clarification of of the modal 'can' in the context of travelling/transport in Hong Kong

Subsidiary Aims

  • To provide specific information listening practice using a text about with the things you can do in transport system in Hong Kong in the context of travelling in Hong Kong.
  • To provide accuracy speaking practice in a to in the context of travelling in Hong Kong.

Procedure

1.Lead-in (5-6 minutes) • to introduce the context and activate schemata

SS listen to sounds from Hong Kong streets without watching the video. They discuss what they heard and where this place is in pairs. They listen to the same sounds this time along with the video and make another guess with their partners. They also talk about the different types of transport they see in the video. Elicit plane and airport: If you go to Hong Kong, how will you go there? What transportation will you use? Where would you go when you got off the plane? SS discuss prereading question 1a.

2.Reading (6-7 minutes) • Reading for gist to create deeper context

SS read the text individually and compare their ideas with the text in pairs. They share their ideas with the WG.

Optional Vocabulary (2-3 minutes) • to provide comprehension of the text

If SS have difficulty understanding the text, T shows pictures of relevant vocabulary in the text and elicits the words. Words are written on the board as SS find them in pairs. Later T asks the definition and elicits the words again for further understanding.

3.Guided Discovery (4-5 minutes) • to provide guided discovery of TL based on the reading text

Ask ' How does the text say 'it is possible to fly direct to more than 160 destinations.'? (' It is possible to go shopping.'? ' It is possible to visit restaurants'? ' It is not possible to sleep in T1.'? 'It is not possible to smoke in most airports.'? It is possible to smoke in Terminal 1.'?) Give out the grammar HO. SS find the grammar rules in pairs. Then T writes a sentences on WB. Elicits the positive form writes the formula on WB Elicits the negative form and affirmitive forms and writes the formula on WB elicit ability meaning of Can 'How can you say Bilge knows how to fly a plane? 'How can you ask if she can fly a plane or not?'

4. Grammar and Pronunciation Practice (5-7 minutes) • to provide controlled grammar and pronunciation practice based on text

Give out the Gap-Fill HO SS look back at the text and write can/ can't in the gaps They listen and chek their answers. Sentences are choral-drilled and then individually.

5.Controlled Grammar Practice (4-5 minutes) • to provide practice on word order and the use of auxiliary

SS are handed in scrambled sentences. They put them into the correct order.

6.Listening for specific information (4-5 minutes) • to provide listening practice to hear TL in the context

Pass out the Exercise 2 HO. SS listen to Mei Ling about things you can or can't do in Hong Kong. They tick the things that can be done and cross the things that can't be done. They compare their answers in groups.

7.Freer Speaking Practice (7-8 minutes) • to practice question form and short answers in TL in a controlled speaking activity

T models the activity with 1-2 students. SS work in pairs to ask and answer questions in turns. They use the prompts from exercise 2 to make questions and give short answers. Instructions: -Use the prompts to make questions using CAN. - student A, Ask a question to your partner. -Student B,Answer the question with a short answer. -Take turns and this time Student B asks and Student A answers. ICQS: -Do you start questions with you can or can you? -Do you give long answers or short answers? -What is positive short answer? -What is negative short answer?

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