Elementary 4_Can you…?

Lesson Plan

Main aim
(SWBAT)
Vocabulary: Verb phrases
Grammar: Can/ can't
Objectives
Pronunciation: Sentence stress
Speaking: Can you…?
Resources
Level CEFR A1/A2
Procedure

Stage Time Description Reference

Vocabulary Verb phrases

T asks S about her ability

Lead-in 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.
Teach T pronounces the word and S repeats.
S drills 3 times. Give further practice of
any S finds it difficult to pronounce.

Task: S looks at the photos and says verb

phrases.
Tool: Slide
Instructions:
Look at these pictures carefully. Guess
Controlled
what they are doing
Practice
Time limit: 5 minutes
Feedback:
T corrects the answer if it’s wrong.
 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 Can/ can't
Highlighting T gets S to look at the sentences and match
the target each one to its meaning and then check
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
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 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 Sentence stress
Task: S copies the rhythm
Instructions:
- T focuses on the conversations, which
 - T focuses on the conversations, which
give examples of positive, negative, and
question forms of can / can’t.
Practice 1 - 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)
Listen and choose the correct answer
Instructions:
Listen to positive and negative 'can'
statements and note down the differences
in their pronunciation
+ T read the sentences for S
+ T read the sentences at least twice. Gets S
to check answers by reading again,
Practice 2 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
Speaking can’t is stressed and has a long sound.
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.
Pre-speaking - If you can, say yes.
NOTE: T asks further questions based on
S's answers.
- If not, say no.
 - 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 from 1
While-speaking 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
Post-speaking asks S what they hope they can do in the
future.
Closing
Wrap-up Ask S to reflect and say what they learnt.