Ross Ledford Ross Ledford

From A to B, Section 5 Cutting Edge. Can/Can't: possibility and ability - Grammar
Elementary level

Description

In this lesson Ss will learn about the correct use of model verbs can and can't for possibility and ability. Present simple tense, It is a grammar focused lesson deigned around the context of travel and Hong Kong International Airport. We will also introduce some new lexis based on context and some brief work on pronunciation. There are reading, listening and speaking exercises as well as some small written tasks. The lesson is designed to use both controlled practice and free production. It contains a combination of individual work, PW and GW. It will also include some peer correction.

Materials

Abc White Board (WB)
Abc Exercise 1 Airport Shopping Visual aids
Abc Visual Aids - Lexis
Abc HW HO
Abc HO 1
Abc Laptop
Abc Cutting Edge CD Rom

Main Aims

  • To provide scan, deduction and inference reading practice using a text about can and can't in the context of Travel and Airports
  • To provide fluency and accuracy when speaking. In both extended interaction and sharing information specifically using can and can't in the context of airports and travel.
  • To provide specific information, deduction, inference and detailed listening practice using a text about can and can't in the context of Travel and Airports
  • To provide clarification and practice of can and can't in the context of Travel and Airports

Subsidiary Aims

  • For T and S to build rapport as it's the first time I will be teaching this group of students.
  • To give students opportunity to build rapport through GW, PW and Peer correction.
  • To provide the opportunity for controlled practice and free production on lexis covered in earlier lessons.
  • To provide clarification and practice of lexis in the context of travel and airports
  • To learn lexis in relation to content

Procedure

Introduction (3 minutes) • To introduce topic and content.

Welcome students to class. Ensure students are appropriately seated to accommodate PW, GW and efficient monitoring. Ask students to write out name cards as it is a new class. Introduce myself to new students. Introduce the context airports and travel. Introduce TL model verbs can and can't.

Warm up. GW discussion activity (4 minutes) • To activate schemata and set the context of the lesson. To set up for activity 1.

Put Ss into GW depending on class size. Tell Ss to discuss what they do when they have to wait a long time for a bus train or plane in GW or PW. Feedback: Ask students to feedback the things they do while waiting for transport. Elicit extra information or activities by using CCQs, body language and VAs,

Activity 1 (11 minutes) • To model TL can/can't to give Ss the opportunity to use TL through speaking and writing. To model the pronunciation and practice through drills.

Stick the Exercise 1 VAs onto WB. Explain to Ss the concept of the exercise (airport shoping) try to elicit the concept form Ss. Personalise by letting Ss know that when I have a long wait for a plane I like to go shopping and also eat in the airport. Write You can buy.......... and I can't buy........ onto the WB. Ask Ss to repeat the 2 phrases after me in group and individual drills. Take 100 lira from my wallet as a VA and tell Ss I only have 100 lira to spend. Give 2 examples of items I can or can't buy from the items on the WB. Ask CCQs to class ie Can i buy this....... and Tell me something I can or can't buy. Ask Ss briefly in groups to discuss what I can or can't buy. Nominate Ss to feedback what I can or can't buy by completing the 2 sentences written on the board (you can buy and you can't buy) Distribute HO 1. Ask Ss to complete the first exercise by writing what they can or can't buy. They will complete the sentence prompts I can buy and I can't buy. PW Ss discuss what they can or can't buy and compare answers in pairs. Nominate feedback.

Activity 2 (11 minutes) • To give opportunity for Ss to understand and practice TL can and can't through scan reading, discussion and writing in the context of a travel blog about things to do in Hong Kong airport,

Write on WB "It is possible to fly direct to over 160 destinations" and "You ............ fly direct to over 160 destinations. Elicit can to fill the gap/ Change number to 350 in first sentence/ Elicit the negative can't. Check meaning of stopover. IE a long wait between 2 flights at an airport. Try to elicit meaning from Ss. Check understanding use CCQs "if I wait 30 minutes at the airport is this a stopover? and if I wait 14 hours is this a stopover". Check meaning of advice. IE Information to help people. Try to elicit meaning from Ss. Ask CCQs to check understanding "is telling you I ate eggs for breakfast advice? and Is telling you that the grand bazaar is a good place to buy antiques advice?. Check meaning of Facilities IE services for people to use. Try to elicit meaning from Ss. Use lexis VAs to show 4 different facilities available at the airport. Check meaning of leisure IE things to do or relax in your spare time. Try to elicit meaning from Ss. Ask CCQs to check understanding "is going to work a leisure activity? and is reading a book a leisure activity. Ask Ss to turn to page 3 of HO 1. Put Ss into groups. Ask Ss to work in groups to scan read and complete gap fill in HO 1. Ask Ss to listen to Audio 5.4 and check answers. Feedback nominate Ss to check answers.

Activity 3 (8 minutes) • To give students the opportunity to extract TL from a audio script based on the context of travel in Hong Kong and the TL can and can't.

Ask Ss to turn to page 4 of HO. Explain we are now in Hong Kong and are getting advice about travelling in the city. Ask Ss to read the sentences. Explain we will listen to an audio sample about what you can and can't do when travelling in Hong Kong and Ss have to decide if the statements are true or false. Ss must write true or false in the box next to each statement. Put Ss into pairs to check and compare answers. Switch papers for peer correction. Feedback nominate to check answers with class.

Activity 4 (8 minutes) • To give students the opportunity for free production using the TL can and can't through writing and speaking in the context of travelling in their home towns or cities.

Ask Ss to move seats so they can change into different pairs. Ask Ss to turn to page 5 of HO 1. Explain they must write 2 questions asking about travel in their partners city or town. They must use "can you". Explain they can use the statements from the last exercise for reference or help. Give example on WB "Can you travel by tram in your city?" Elicit answers from different Ss. Give students 3 minutes to write questions. Ss must ask their PW partner their questions and discuss answers. Feedback nominate Ss to feedback their questions and answers. Distribute HW HO and explain that there are 2 self explanatory exercise inside including gap fill and sentence form exercises as well as a reference section on TL can and can't. Thank students for attending the lesson.

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