By the end of the lesson students will have practiced 'can' positive, negative and question forms in the context of describing ability.
to revise collocations that describe abilities, to practise listening for specific information.
Procedure (34-45 minutes)
Starter page 44 -Show student flashcards of languages and ask them where do people speak these languages. Ask the question only once for all languages (less TTT) - Tell students that I can speak Arabic, English and French - Ask one of the students: what languages can you speak? - Students the take turns to ask each other the same question. (less TTT)
Ex 1 page 44 -Show students a picture of Brady family - Elicit by asking: what can they do? - (Cut the pictures and sentences) Tell students that they are going to work in pairs or groups depending on their number to match the sentences to the pictures. -After completing the task students will be given the answer key. Grammar Spot/ ECDW Elicit positive sentences -Ask students to stand in a circle -Provide students with cards of all subject pronouns + e.g. ( I dance) ask them to say the sentence using can. - ask students do they notice anything? Does can change from one pronoun to another? Does it change with he/she/it? Concept checking: -Does he or she do the' activity'…..? -Is he / she capable of doing it? Drill sentences with I can (*5) Write the form on the board (students should be able to notice that can is the same for all subject pronouns) Negative students exchange cards but this time they will make sentences using can't. Use the same concept check questions then drill. finally write the form on the board. Questions Students exchange cards again but to form questions this time. Drill. Write the form on the board Pronunciation: -Tell students that we will focus on the pronunciation of can (positive) / can't (negative) / can (question) -Play the recording and ask the students if they notice any difference in pronunciation between the different sentences. Elicit the difference and then Drill. Sentence stress Play the recording. students should try and identify the sentence stress pattern. if the students do not understand tell them that stressed words are louder and longer. repeat the sentences after identifying stress. Back chaining
Controlled Practice 1 EX2 page 45 Tell students they are going to listen and complete the sentences with can and can't+ verb Give the some time to look at it ICQ: so you are going to complete the sentences with….. Demo number 1 Play the listening once Check their answers Play the listening the second time Peer correction Provide answer key Drill / Back chaining without audio focus on the different pronunciations of can Controlled Practice 2 Ex1 tell students that they are listen to and complete the chart. Give them sometime to look at Tell them that they need to tick things that Lucia can do Demo the first SS Complete the first listening Check their answers Do the second the listening Answer key Ex 3 Speaking. Stage 1 students complete the chart by asking their partner questions with can. Demonstrate the activity with a student(TS) then ask one student to ask a question with can to his partner(SS). Students then finish the task alone in closed pairs (CP) Stage 2 Teacher changes student seating to form new pairs so that they can tell their new partner what ( they / old partner) can do. Again demo TS/ SS / CP
Ex 4 Freer Practice Pre-teach the following words: check spelling / feel ill/ laugh / think / hear Students stand up and mingle in the asking each other questions about what computers can do.