Grammar : can / can't
Elementary stage level
To provide clarification of Can/can't in the context. To provide practice using can/can't. To tell sentences using can/can't.
To provide clarification about can/can't. To practice using can/can't during the lesson. To provide more practice about can/can't. To answer many questions using can/can't
Procedure (45-55 minutes)
T greets Ss. T show a picture related to can/can't. T asks to say what this picture refers to. T encourage Ss to elicit sentences about themselves by using can/can't.
T writes some sentences and ask students to elicit the difference between them. Ss give some sentences about can/can't. Ss use can/can't to talk about themselves.
T focus on the pronunciation of can/can't. T asks students to give sentences about can/can't. T explain the three conditional of using can. e.g ( permission - ability - request ).
T makes sure how does his plan make his students check they have understood. T set up speaking activities clearly and efficiently. T makes sure that his aims clear.
T ask students more questions about the subject. T give Ss feedback and correction. T encourage Ss to practice more about can/can't.