Grammar Lesson Plan

We can do it!
Instructor:
Seoyeon

Level:
Level 3

Students:
12

Time:
70 minutes

Materials:
Board
an egg carton
Hand out (14)
2 sets of Picture of the movie spider man
Sentencies for broken telephone activity

Aims:

To understand the meaning of can/cant (ability)

To practice can/cant, could/couldnt and be able to statements
To practice pronunciation of can/cant, could/couldnt and be able to
To understand the use of can/cant in various situation

Language Skills:
Reading Board, Broken telephone activity (read the words on the cards)
Listening Teacher talk, Drills, Activities
Speaking Drills, Activities
Writing practice with text book, Home work

Language Systems:
Lexis No new vocabulary, but practice vocabulary that they already know
Grammar making sentences using can/cant and be able to
Function saying ability
Discourse -- using the modal verbs in conversation

Assumptions:
Students are familiar with
- simple present, past, future tense
- simple model verbs
- this class/ style of lesson
Class consists of 12 international students
Students can understand 70 percent of the content
Students can get information from the content and apply to their comprehension
worksheets.

Anticipated Errors:
Students may be confused with the activity.
- Monitor and assist when it is necessary
Students may pronounce can/cant incorrectly.
- Praise them for trying and correct it
Students may have difficulties thinking of vocabulary or expressing themselves
during the activities.
- List some word and examples on the board,
Some strong students may dominate the class
- Elicit from quiet students
- Give shy students more eye-contact
Students might not talk a lot because of fear making mistakes
- Give them lots of positive praise and remind them making mistakes is not shameful.
It is the part of learning

References:
www.englishclub.com/grammar/verbs-modals_can_quiz.htm
Test it, fix it. (Pre-intermediate) English Grammar Kenna Bourke
Oxford Practice Grammar (advanced) George Yule
Basic Grammar in Use Raymond Murphy with William R.

Presentation
Materials: English only zone sign, Board,

Time

Set-up

10
minutes

Whole class

Procedure:
1) Greet students
-

Greet students and say can/cant sentence as a lead-In.

(For example, Hello Everyone. How are you? Grammar
class!!! Dont worry. We can do it! What did I say? We
can do it!)

Write down the lead In sentence on the board so that

students can see it.
2) Present the meaning of can/cant statements (also
pronunciation) using I

As a similar example, open/close the blinds in the class

and say I can/cant see outside.
Point out the English only sign board we cant say
Korean
3) Concept Check Questions

Teacher shows an egg carton and says the expiration

date on it. March 29, 2009. You know about this kind
of date? Right? Then, write down I can eat, I cant
eat. on the board. Also draw below line on the board.

Ask students Today is May, 14. So, which sentence goes to

here? Students should say I cant eat now. Or could I eat
yesterday? Check them again. Today is May 14. Which
sentence goes to here? Students should say I cant eat
today. They could eat on March 28
4) the teacher asks students about superheroes
Elicit from students.
The teacher asks students drawing a superhero on the
board.

Before making the superhero, lets study how we can

use can/cant in sentences

Practice
Materials: Board, sentences for the Broken Telephone,
Time

Set-up

57
minutes

Whole class

Procedure:
1) Board work
I
You

can
cant

now
tomorrow

She
They

I
You
He/ She
We/ They

10 minutes
Group work

could
couldnt

last year

Am/was/will be
Are/were/will be
Is/ was/ will be
are/ were/will be

able to

dance
drive

2) The Broken Telephone Game

Divide the students in two groups.
One student from each team comes to the teacher to read a
sentence silently.
The student whispers to the next member of the group.
The last student needs to come to the teacher to say what
he/she heard.
If they have a correct answer, let them write down the sentence
on the board. (3)
If the number of Ss is not even number, pick up one student
help the teacher to write down sentences on the board.
CCQ Ss
-can you say it loudly?
-what is the last student going to do?

Practice with students on pg 40~41

10
minutes
Whole class

10
minutes

Ask students read Pg 40

Then the teacher checks the true/false together

The teacher asks students fill in the blanks on pg 41

The teacher checks answers together
Ask a student reads two sentences with answer.

Production
Materials: handout (14), two pictures of the spider man,
Time

Set-up

20
minutes

Group work

Procedure:
Create a superhero activity
- Lets make in pairs.
The teacher shows two pictures of spider man and
the teacher gives students demonstrate about
superpowers.
Discuss with a partner about superhero
Create their own superhero and then fill in blank
After 5 minutes
Students will present their own superhero.
Error correction
SOS Activity

Group work

Think about the things students can/cant do in

Vancouver
- Students have been Vancouver for a while. They have
noticed what they can do here but couldnt their
country or what they couldnt do before but can in
Vancouver. So, let students brainstorm those things
And with that they can practice can/cant and could
/couldnt sentences.
After brainstorming, students will present their
thoughts to the class.
-

Lets make four groups. You are from Korea, Mexico

and Taiwan not Canada. So, many things are different,
right? Lets talk about that. For me, In Canada, I can
buy medicine in the supermarket. In Korea, I cant buy
medicine in the supermarket.

1) Home work
Students think about ones special abilities and write
them down. More than 5 sentences. For example, I can
play the drum. I can fix a computer.
- Ask students fill in blanks on Pg 42
-