TP 4 CELTA
To provide clarification of MPF of can/can't in the context of talking about abilities and talents
By the end of the lesson, students will be better able to practice fluency speaking using can/can't in the context of talking about abilities and talents
Procedure (43 minutes)
1) Show students a picture for "Arab's got Talent" and "The Voice" ask them: What are these programs? What can you watch in these programs? Elicit the words "talent" "Art" "music" 2) Show them the picture of the advertisement and ask them to tell their partners "if you apply for this program, what will you do?"
1) Pre teach the words "sing", "play the guitar", "dance", "quite well" and "very well" by showing them pictures for famous people who do these actions and ask about their opinions; then drill. N.B: use gestures to clarify the meaning of "quite well" and " very well" 2) Set the context by showing them pictures for "Kelly", "Gareth" and "Jude" and tell them that they will listen to each one dancing, singing and playing the guitar. 3) Set the task by holding HO 1 up and asking them to listen and complete the sentences with "Kelly", "Gareth" and "Jude". 4) Ask ICQs: * How many names are you going to write? 3 5) Demonstrate number 2 and make sure they understand the task. 6) Monitor while they are listening and make sure they are on task. 7) Ask them to check their answers in pairs. 8) Provide answer key feedback HO 2
CHANGE PAIRS 1) Hold HO 3 up and ask the students to complete the sentences using can/can't. 2) Tell them that the symbol(+) means a positive sentence. (-) means a negative sentence (?) means a question 3) Ask ICQs: What is the meaning of this symbol (+) ? positive What is the meaning of this symbol (-)? negative What is the meaning of this symbol (?)? question What are you using to complete the gap? can/can't 4) Monitor and make sure they are on task. 5) Ask them to check their answers in pairs 6) Give open class feedback by nominating one of the students to say the sentence. 7) Model each sentence and drill it; then write it on the board as marker sentence for clarification. I can dance. / / She can't dance. / / Can he dance? N.B: Make sure to model and drill before writing on the board 8) Elicit the form by asking "In the positive sentence, we start by ......" while in the question we start by ......." I can dance Subject + can + base form I can't dance Subject + can't + base form Can he dance? Can + subject + base form? Yes, he can No, he cannot.
1) Make sure to stand in a central position and have the students attention. 2) Divide the students to two groups 3) Hold HO 4 and give instructions for each group: * Each group will take 3 piles * Each pile has ONE sentence. * The sentences are not in order. * Think together and put them in the right order to form 3 complete sentences. * When you finish stick the sentences on the wall. 4) Ask ICQs: * How many sentences do you have? 3 * Each pile has 3 sentences or 1 sentence? 1 * Are they in order? no * What will you do when you finish? stick on the wall. 5) Monitor and make sure they are on task and provide help. 6) Give open class feedback by asking each group to correct the other group's sentences.
1) Show them a picture for someone who takes photos; then elicit "take photos". Model then drill and write on the board. Ask them "How well can you take photos?" very well (use gestures) 2) Show them a picture for someone who paints; then elicit "paint"; ask CCQ "is he using colors? yes Model then drill and write on the board. Ask them "How well can you paint?" quite well (use gestures) 3) Show them a picture for musical instruments; then elicit "musical instruments". Model then drill and write on the board. Ask them to provide examples for more musical instruments. Ask them "How well can you play the piano?" not well (use gestures) 4) highlight the question form How well + can + you + base form + ........?
1) Make sure to stand in a central position and have the students' attention. 2) Hold Ho 5 up and give instructions: * This survey has things that people can/can't do. * Stand up and choose two of your classmates to ask if they can/can't do these things. * Write the name and tick yes/no. * Ask "How well can he/she ....? * number 3 = very well, 2 = quite well and 1 = not well (can't) 3) Ask ICQs: * How many persons are you asking? 2 * Are you writing their names? yes * Are you asking "How well ...."? yes * Number 3 means very well or quite well? very well. 4) Demonstrate the activity. 5) Monitor carefully and jot their mistakes for later feedback. 6) Give them feedback on the language by highlighting some right and wrong sentences on the board.