Vuslat Vuslat

TP6 Grammar - can for ability
Elementary (A1) level


In this lesson students will be introduced to "can" for ability in the context of household chores. They will also be introduced to the negative and question forms. After the grammar presentation and vocabulary teaching, they will do some controlled practice and finally they will be speaking to practice TL.


Abc Scrambled sentences - word order
Abc Find someone who...
Abc PPT pictures
Abc Pictures of household chores
Abc Teacher`s Model Sentences
Abc Matching the pictures with the meanings
Abc Gap-fill dialogue

Main Aims

  • By the end of this lesson students will be able to use "can" for ability in the context of household chores. They will also be able to use negatiive and question forms.

Subsidiary Aims

  • To provide speaking for fluency with the TL


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Show the picture of the girl and her boyfriend's mother. Ask them what kind of questions can the mother ask her, try to elicit some household chores, show them the picture of "cook" if you cannot get any houusehold chores. Give them a minute to find more household chores with their partners. After a minute ask them what they have got and write some of them in the girl and mother's dialogue. Then ask two students read the dialogue.

Vocabulary Pre-Teaching (4-5 minutes) • To introduce the vocabulary that will be used in the exercises

Tell them to match the pictures with their meanings and check their answers with their pairs. Then ask them to tell the answers.

Presenting the TL - Clarification (8-10 minutes) • To introduce the TL and to clarify the meaning, form and pronunciation

Use the picture and the dialogue of the girl and the mother on the board ask if she can cook ? Write the question and answer on the board and elicit the meaning of "can" with some CCQs like "Does she know how to cook?" .Then clarify the form by showing on the board; show that the form is the same with all subjects. And do some meaningful drilling.

Controlled Practice (5-6 minutes) • To provide students with more model sentences through scrambled sentences and to clarify the word order of the TL

Ask them write the questions in the correct order and answer the questions with their partners. Give them 4 minutes and ask the pairs to read the answers to the class.

Controlled Practice (5-6 minutes) • To provide students with more model sentences and prepare them for free practice

Put them into two groups. Group A and group B. Ask them find the youngest person in their group; give the youngest students an envelope with the words to fill in the blanks. Show the dialogue on the board and the two groups give the right words to the youngest student in their groups to stick it to the right blank on the board. The group that finds more words wins. Then ask two of the students to read the dialogue and check the answers.

Speaking Practice (7-8 minutes) • To provide students with speaking practice with the target language

Tell them they are looking for a babysitter who can also help with housework. Give the HOs and tell them ask questions to each other and answer with the TL. Observe them while they are speaking and write down their mistakes.

Error Correction (3-4 minutes) • To help the students be aware of their own mistakes by correcting them and to help them not to make the same mistakes again

Write the mistakes that you have heard while you were observing them speaking. Ask them if the sentence is correct or not, and ask them what the correct form is.

Web site designed by: Nikue