Aizhan Yesbolatova Aizhan Yesbolatova

Holiday USA
A1 Elementary level


In this lesson, the students will focus on their receptive skill - listening, by working on activities from the dialogue. They will also focus on grammar - more precisely, on expressing possibility using can/can't.


Abc Face2face Elementary Student's coursebook, handouts, CD

Main Aims

  • To provide the students an opportunity to work on developing their receptive skill by listening to the recording about San Francisco

Subsidiary Aims

  • Sub aim of this lesson is to practice talking about possibility using modal verbs can/can't


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

As our lesson's topic is San Francisco, I'm going to show them the different pictures of this city (without saying where the pictures form) and ask where it is. After they find what city it is, I will ask questions like: - Have you ever been to San Francisco? - What do you know about SanFrancisco? -What is San Francisco famous for? - Would you like to go to San Francisco and why? So, hopefully, in this stage the students will be aware of the context of a lesson.

Pre-Listening#1 (5-7 minutes) • To prepare students for the text and make it accessible

Before we start listening to the recording, I will introduce some new vocabulary. There are four words I'm going to teach: 1. prison 2. cable car 3. island 4. wharf For the word prison I will use a visual and elicit from the students what it is. I will ask CCQ's like: 1. Do people go to prison when they do something bad? Yes 2. Can people go to work when they are in prison? No 3. Can people stay there with their family? No For the word cable car I will also use the pictures, as explaining will be a bit difiicult for them. I will also ask CCQ's: 1. When we go up the mountains do we use a cable car or a simple car? Cable car 2. Does a cable car move along tracks by cable? Yes For the word island I will use an example using a whiteboard. I will draw a little spot and say that this is a land surrounded by water and elicit this word from them. After again CCQ's: 1. Is Hawaii an Island? Yes 2. Is Istanbul an island? No 3. Is island surrounded by water? Yes For the word wharf I will also use the visual, as for this level it is the easiest way to explain the word. We will work on CCQ's: 1. Are there wharves in Istanbul? Yes 2. Can we walk on wharf? Yes After working on meaning, we will drill these words as a whole class, then I write these words on a whiteboard, show where the stress goes and tell which part of speech they belong to.

Pre-Listening #2 (3-5 minutes) • To prepare students for the text and make it accessible

In this stage the students will work in groups. They are given four pictures of San Francisco and a list of places. They have to find these places from the list in the photos. Then we check it as a whole class.

While-Listening #1 (5-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

After they have matched the places with the photos, the students will listen to the recording about San Francisco. Their task is to put the pictures A-D in order. I will birefly ask ICQ's: 1. Are we going to listen about San Francisco or Istanbul? San Francisco 2. Are you going to put the pictures A-D in order? Yes After they start listening and match. We check it as a whole class.

While-Listening #2 (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

After putting in order the places mentioned in a recording, I will ask students to work in pairs. They are given the list of activities and they have to match it to the places where those activities take place. They discuss together for a couple of minutes, then we listen again and check.

Test#1 (3-5 minutes) • to gauge student's prior knowledge of the target language

In this stage, we will work on our sub aim - grammar. I will give them handouts and ask to work in groups. They are given the sentences and they have to complete it with can or can't ir order to make a rule. After we will check it as a whole class.

Teach (2-4 minutes) • To clarify areas of the target language where students had difficulty

After the students are done with completing the rules with the correct words, I will elicit on a whiteboard when we use can and can't.

Test#2/ Practice speaking (5-7 minutes) • Check student's use of the target language again

In this stage, the students are given another task to complete the rules with the correct words. They will again work in groups, after we check it as a whole class. Or if I see we are running out of time, we will skip this activity and jump to another one. I will give them a task to work in pairs and ask each other questions using can and can't. So this will be a perfect opportunity for them to actually practive what they have learnt.

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