Grammar Lesson Plan

We can do it!

Instructor: Level: Students: Time:

Seoyeon Level 3 12 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/can’t (ability)
 To practice can/can’t, could/couldn’t and be able to statements
 To practice pronunciation of can/can’t, could/couldn’t and be able to
 To understand the use of can/can’t 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/can’t 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/can’t 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 Procedure:

10 Whole class 1) Greet students

minutes
- Greet students and say can/can’t sentence as a lead-In.
(For example, Hello Everyone. How are you? Grammar
class!!! Don’t 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/can’t statements (also

pronunciation) – using “I”

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

and say “I can/can’t see outside.”
- Point out the “English only sign board” “we can’t 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 can’t
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 can’t eat now.” Or “could I eat
yesterday?” Check them again. “Today is May 14. Which
sentence goes to here? Students should say “I can’t 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, let’s study how we can

 use can/can’t in sentences”

Practice
Materials: Board, sentences for the Broken Telephone,

Time Set-up Procedure:

5–7 Whole class 1) Board work

minutes
I can now
You can’t tomorrow
 She could
They couldn’t last year

I Am/was/will be
You Are/were/will be dance
He/ She Is/ was/ will be able to drive
We/ They are/ were/will be

10 2) “The Broken Telephone Game ”

minutes Group work 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 Ask students read Pg 40

minutes Whole class Then the teacher checks the true/false together

The teacher asks students fill in the blanks on pg 41

10 The teacher checks answers together
Ask a student reads two sentences with answer.
Production
Materials: handout (14), two pictures of the “spider man”,

Procedure:
Time Set-up Create a “superhero” activity
- Let’s make in pairs.
20 Group work The teacher shows two pictures of “spider man” and
minutes 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

Think about the things students can/can’t do in

Group work Vancouver
- Students have been Vancouver for a while. They have
noticed what they can do here but couldn’t their
country or what they couldn’t do before but can in
Vancouver. So, let students brainstorm those things
And with that they can practice can/can’t and could
/couldn’t sentences.
After brainstorming, students will present their
thoughts to the class.

- Let’s make four groups. You are from Korea, Mexico

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

1) Home work
- Students think about one’s 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