Habib Habib

LP-5 Lesson Plan (Can for ability/ simple present)
Beginner level

Description

In this lesson, students learn about can and can't for ability. The lesson starts with matching the pictures to the words, and then pictures to the sentences using can or can't. Next they learn the form of can in positive ad negative. Finally, the students are going to learn making questions of can.

Materials

Abc Match the words with the pictures
Abc Match sentences with the pictures
Abc Find someone who...

Main Aims

  • To practice model verbs of can and can't

Subsidiary Aims

  • To practice speaking in the context of can and can't

Procedure

Vocabulary matching (3-5 minutes) • To practice the vocabulary of the ability actions

--- Fold the HO first, --- Chest the HO and say: 1-Please look at the pictures in pairs and discuss what you can see. (2 min) 2- Now match these words with the pictures, just write the word next to the number of picture, for example: Number 4 is swim. 3- Elicit answer for each picture- drill and pron.

Exposure (Can/can't) (8-10 minutes) • To draw students' attention to the target language

-- Let the sts look at the pictures in pairs and discuss what they can see. (2 min) -- Chest the HO and tell them to match these sentences with the pictures. 1- Now match these sentences with the pictures. 2- Elicit answer for each picture- drill and pron. -- Elicit the TL from this exercise on the WB, Positive: (+) She can play the piano. Negative: (-) I can't speak Chinese.

Target Language (can/ Can't) (2-4 minutes) • To help the sts learn and practice the correct usage of can/can't.

-- Help the sts know the usage of can/can't 1- look at the WB please. Positive (+) She can play the piano Negative (-) I can't swim. --Now elicit the form of the sentences Subject + can + verb Subject + can't + verb 3- 'can' and 'can't' are the same for all of the pronouns (I, You, we, they, he, she, it). 4- We sometimes use (ver) well with 'can' 5- Now make more sentences about (he, we...) each verb the meaning shd be elicited, then Form, and Pronunciation. 6- Remember in positive sentences can is pronounced very weekly.

Speaking Activity of can and can't (8-10 minutes) • To practice speaking about can and can't

-- I will get sts in pairs to talk about 3 things he/she can do, and 3 things he/she can't do. 1. Now talk in pairs of two about 3 things you like and 3 things you don't like. (3 minutes) 2- Use the pictures in the HO of vocab with you. --Monitor and do error correction.

Language Focus of questions with can. (8-10 minutes) • To practice Yes/ No questions and short answers

-- Elicit the question from: 1- can you____________? and short answers. write on the WB. 2- Highlight the form and pron for sts. 3- Elicit some more examples from sts.

Semi-Controlled Practice (find s.one who...) (8-10 minutes) • To let sts practice the TL in semi-controlled practice of can, can't and question

-- I will give them a HO and ask them to find in the class who.... (4 min) 1- Here you have a HO, go around the class and try to find who can/ can't... 2- This is your HO, and please move around the class and ask your friends, and try to find them. 3- Ask: Can you...? Qs, and give short answers (yes/no) ---Get FB and do error correction as necessary.

Warmer/Lead-in (8-10 minutes) • To set lesson context of abilities and engage students

--- Show them each picture and elicit what it is about, then stick it on the WB (can on the right side and can't on the left side). 1- Look at the pictures and think, are they all the same? All of them OK?... --- Elicit that the right side can do things, and the left side can't do.

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