Artist, actor, athlete lesson - Can/ Can't
To provide clarification and practice of 'can' and 'can't' in the context of artist, actor, athlete.
To provide vocabulary in terms of action verbs.
To provide pronunciation accuracy with the new vocabulary.
To provide accuracy speaking practice about the things the students can and can't do.
To provide three different texts about an artist, actor and athlete and see what they can do.
Procedure (35-47 minutes)
I will start the lesson with some questions in order to warm up the students about the grammar lesson 'can' and 'can't'. The questions will be: -Can you run 1 km? - Can you lick your elbow? -Can you roll your tongue? - Can you touch the ceiling? -Can you whistle? -Can you read this? (writes something on the board with very tiny letters.) The students who 'can' do these activities above, make a group. The ones who 'cannot' move to the other side of the classroom.
Then, I will tell the students three things I can do: - I can play piano. - I can't fly. - I can dance. - I will ask the students to write down two or three interesting things they can do. Then, I will walk around and help with vocabulary. - Then I will put the students in pairs or three to say what their abilities are. In feedback, I will ask the students to tell the class about their partners.
I will give the handouts to the students from the page 96 from Straight Forward Student's Book, Beginner. First, I will ask the students to look at the pictures, and ask 'what are they doing?' Then, I will play the recording. Ask the students to match the verbs to pictures. I will let the students check their answers in pairs. Then, I will do drilling with the words, both as whole class and by nomitating the students as in individually.
Pairwork, the students mime and guess the words. For example, student A mimes type. Student B says the word.
I will write on the board: an email a song a car a rice a piano Then, I will check meaning by writing words that often collocate with the verbs on the board. I will ask the students in pairs to match the verbs to nouns.
Students read three short texts about a (deaf) artist, (blind) actor and (disabled) athlete and what they can do, on page 96, Student's Book. --First, I will ask the students to look at the pictures and ask what are their jobs, what can they do? --Then, ask the students to read the texts and answer the gist task on exercise 1. --After the gist task, I will ask the students to read the text again and complete the sentences on exercise 2. --First, I will tell try to elicit the words 'wheelchair' and 'disabled.' If they cannot find it, I will write on the board and drill the word. Then students look at page 118's handout, to find the disabilities of the people out, on the text. - Then, I will ask the students if they know anyone with disabilities.
I will give the students the language reference handouts from page 112, Student's book, about can/ can't. Then I will explain the meaning and form of the grammar can/can't to the class briefly. Then, on the page 97 students find the mistakes and correct them. They can compare their answers with a partner before we check them with the whole class. Then, we will check the answers from the recording 2.64.
The students will listen to recording 2.65 - in order to hear the correct pronunciation of 'can'. Then, on the next recording 2.66 the students will listen and write what they hear. Then, as a pairwork, they will practice saying the sentences together.
The students read the phrases on page 97, and tick the ones they can do. Then, as pairwork, they will answer each other, by practicing their speaking skill.