Elementary 4_Can you…?

Lesson Plan

Main aim (SWBAT)

▪ Vocabulary: Verb phrases

▪ Grammar: Can/ can’t

Objectives
▪ Pronunciation: Sentence stress

▪ Speaking: Can you…?

Resources English File 4th Edition, Elementary, 5A
Level CEFR A1/A2
Procedure

Stage Time Description Reference

Vocabulary 20’ Verb phrases
T asks S about his/ her ability
Suggested questions:
- Can you play any musical instrument?
Lead-in 3’ - Can you speak another foreign
language?
T leads S to the content of the lesson: verb
phrases and modal verbs: can/can’t
- T teaches the pronunciation and meaning of
common verb phrases.
- T pronounces the word and S repeats.
Teach 12’
S drills 3 times. Give further
practice of any your S finds it difficult to
pronounce.
Controlled 5’ Task: S looks at the photos and says verb
Practice phrases.
Tool: Slide
Instructions:
Look at these pictures carefully. Guess what they
are doing
You should say the complete phrase
Time limit: 5 minutes
Feedback:
T corrects the answer if it’s wrong.
 Extra practice: If there’s still time, T asks S
whether he can do those activities or not.
Grammar 15’ Can/ can’t
T gets S to look at the sentences and match
Highlighting the
3’ each one to its meaning and then check
target language
answers.
- T goes through the uses and forms of can/
can’t:
+ Modal verbs, unlike normal verbs, do
not add “s” in third person singular
(he / she can, NOT he / she cans).
Clarifying the + Questions are made by inverting the
7’
target language verb and subject, not with do / does,
e.g. Can you come? NOT Do you can
come?
+ Negatives are formed by adding “n’t”
(not), not with don’t / doesn’t, e.g. I
can’t swim NOT I don’t can swim.
Task: S rewrites the given sentences
Instructions:
You will rewrite sentences using can/ can’t
You have 5’ to finish this task
ICQs:
What will you do? (Rewrite sentences)
Practice 5’ Do you have to include can/ can’t in your
sentences? (Yes)
How much time do you have? (5’)
Time limit: 5’
Demo: T models the first sentence
Feedback: S checks answers and reads the full
sentences.
Pronunciation 10’ Sentence stress
Task: S copies the rhythm
Instructions:
- T focuses on the conversations, which give
examples of positive, negative, and question
forms of can / can’t.
Practice 1 5’ Audio
- T plays the audio for S to listen to the three
conversations.
- T plays the audio again, pausing after each
sentence for S to try to copy the rhythm.
Feedback: T corrects (if any)
Practice 2 5’ Listen and choose the correct answer Audio
Instructions:
Listen to positive and negative 'can' statements
 and note down the differences in their
pronunciation
- T plays the audio for S to hear the
sentences.
- T plays the audio at least twice. Gets S
to check answers by playing the audio
again, stopping after each sentence,
and asks S if it’s positive or negative.
ICQs:
Are there any can statements? (Yes)
Do you have to note down the difference
Do you need to see the difference between the
two words? Yes
Feedback: T draws conclusions: can is
unstressed and has a short sound, but can’t is
stressed and has a long sound.
Speaking 10’ Can you…?
Talk about your ability
Instructions:
Look through the questionnaire and
I will ask you what you can do
Look at the questionnaire and answer questions.
- If you can, say yes.
Pre-speaking 3’
NOTE: T asks further questions based on S's
answers.
- If not, say no.
- T and S read the questionnaire
together and T explains any
vocabulary S might not know.
- T interviews S, using a questionnaire.
Then asks him to rate their ability
While - speaking 5’ from 1 to 3 in the questionnaire.
- T asks S to use annotate function of
Zoom to tick on the questionnaire
After S finishes, if there’s enough time, T asks
Post-speaking 2’
S what they hope they can do in the future.
Closing 5’
Wrap-up 3’ Ask S to reflect and say what they learnt.
Homework 2’ T assigns homework.