TP 7 modal verb 'can' in positive and negative sentences
To provide clarification and practice of modal verb 'can' in positive and negative sentences in the context of abilities
To provide clarification and practice of words and phrases in the context of abilities
Procedure (41-55 minutes)
The T shows the picture with different actions to students and gives the task to match these pictures with their definitions. One picture is given as an example. The students get hand-outs and start doing the task. The students do matching in pairs and then they check their answers with the Answer key. In case, students don't know some words, the T will clarify the meaning. Then the T drills the pronunciation of these words and phrases.
The T shows an example first and asks CCQ : what do I do? mime. Do I say anything? no. Do I show? Yes. Then she gives out the set of small cards with 10 words and phrases to each pair. The T asks ICQs: Do you mime or say? mime .The students in turn are asked to mime the activities from the previous task in pairs. Their partners guess the activity. The T monitors the students to be sure that students know the meaning of these words and can pronounce them correctly.
The T puts a mark "+" under the picture "play the piano". She draws a girl on the WB and points at her and the picture and asks students to guess what they might mean. "She can play the piano". The T writes this sentence on the WB. Then the T draws two or three people on the WB and points at them and the picture "ski' with "+" mark. The T elicits the answer: 'They can ski" and writes this sentence on the WB. The same procedure with negative sentences: pointing at herself the T writes: I can't swim. And the T can show the picture with people and hieroglyphs and pointing at the whole class: "We can't speak Chinese".
The T elicits the meaning of the sentences using gestures and miming and asking CCQs: "She can play the piano" and "They can ski". The T highlights the meaning that we use 'can' or 'can't' to talk about ability. And then the T writes the word order in positive sentences. The same procedure with negative sentences: 'I can't swim" and 'We can't speak Chinese". And then the T writes the word order in negative sentences. After the forms are introduced, the T works on the pronunciation. The students listen to the recording, pg.113, G 7.2 of the SB. paying attention to sentence stress and intonation.
First the T changes the pairs. In pairs the students are given the task to put the words into the correct order to make sentences. The T shows an example: 'play, can, the, I, guitar" - 'I can play the quitar". ICQ: Do you write or speak? write. She gives them the hand-outs with the task. After they have finished making the sentences, the T plays the recording to check their answers. The students repeat the sentences. The T monitors the students and in case there are some errors, she makes some error correction.
The students are given the task to fill in the questionnaire: "My English". The T gives an example first. They look at the phrases in the box and put a tick (✔) if they can do it in English. ICQ: do you answer about yourself? = Yes. How do you answer? put a tick. When they finish, they exchange their answers with the partners and tell other students what she or he can do in English.
The T writes some sentences on the WB and elicits students to correct them if they are wrong: 1. I don't can drive. 2) She can't to sing. 3) He cans speak German. 4) They can speak English and Turkish. The students correct the wrong sentences.