can / cant
To provide clarification and practice of using can/cant to talk about their abilities
To provide clarification of can/cant
To provide accuracy and fluency speaking practice in a conversation in the context of TV competition
Procedure (39-50 minutes)
The teacher starts the class by giving some examples of himself about his abilities to engage students with the TL. Examples like: I can play football. My mother can cook delicious food. I can't talk french. It helps students to engage in what they are going to read.
The teacher shows students the reading part and asks them to fill the blanks in pictures by using the sentences they have in part 2(a). After they will check their answer with their partner. After checking their answer teacher plays the audio file and asks them to check their answers and while they are checking teacher writes the correct answer on the board. After listening to the listening part, they will to audio 2(56) and vote for the person they want to be in the show. They will compare their answers and they have to give reasons for choosing them. ICQ= Do you listen or read?(listen) ICQ= Do you read or listen?(read) Do you do it alone or in pairs?(alone) Do you check your answers with your partner?(yes)
In this stage, Tacher will teach can/cant to make sure that all students learn this grammar completely. First, the teacher explains the meaning of the grammar that when to use can/can't. The teacher writes the form of the grammar and writes an example then he drills the pronunciation part. Example= I can speak English. Negative examole= I can't swim. question form= Can you give me the book?
In this stage and after the teaching stage, Now students need to use the TL in a controlled way. The teacher will give them a practice that includes making positive, negative and the question of TL. Students must answer the question individually and then check their answers with their partners. The teacher writes the correct answers on the board after students check their answers. This exercise helps students to practice the TL more and be more familiar with the structure of making a sentence using can/can't. ICQ= Do you do this part alone or groups? (alone) Do you read or write? (write)
In the freer practice part, the Teacher sets a task that lets students use the TL in a freer way to produce it in a less controlled way. They will make groups of 4 and talk about the question. ICQ= Do you do it alone or in groups? (groups) do you write something or speak? (speak) Question= Talk about the things you can do in your life? After freer practice, the Teacher writes some incorrect sentences and asks students to find the mistake.