LESSON PLAN 2

Learning Stage of Class: Pre-intermediate Age Level of Class: 14-15 Size of Class: 34 Grade: 10th Grade Duration: 80 minutes Grammar Structure: can/can’t Lesson Title: Can you …? Equipment needed: Visual aids (pictures of the superheroes like Superman, Batman, Spiderman), the video of the trailer of Superman-Man of Steel, a speaking card for each student, a worksheet for each student(main activity) and a worksheet for a pair(post activity)

OBJECTIVES/GOALS: 1.  Students will be able to talk about their abilities by using can/can’t structure by the end of the lesson. 2.  By the end of the lesson students will be able to discriminate which ability super heroes have by using speaking skills. 3.  Students will be able to define the requirements of a situation or a place by using can/can’t at the end of the lesson.

SPEAKING LESSON

Warm up (5 minutes):

·       Showing three pictures of super heroes like Superman, Spiderman, Batman and asking which one their favourite is why he is

Pre-activity (30 minutes):

·       Making the students watch the trailer of Superman-Man of Steel to get them involved in the topic of superpowers

·       While the students are watching the video, writing some gap-fill sentences on the board.

Examples:

______________ can ____ fly.

______________ can ____ climb.

______________ can ____ move very fast.

______________ can ____ do martial arts.

Students fill in the first gap with the name of a superhero. The second gap can be used to introduce a negative statement, if a student makes a mistake.

For example, if a student wrote 'Batman can ____ fly', asking the students "Can Batman fly? The students should reply, "No, he can't."

·       Giving each student a piece of paper and some coloured pencils and asking them to draw their own superhero. Under their picture, the students should write about their new superhero's powers.

·       Making the students work in pairs. They ask and answer questions about their new superheroes.

For example:

A: What's your superhero's name?

B: Umbrella Woman.

A: Can Umbrella Woman fly?

B: No, she can't.

A: Can she resist the rain?

B: Yes, she can.

·       Putting all the new superheroes on the wall of the classroom for the other students to see.

Main activity (25 minutes):

·       Asking the students to talk about their abilities by using can/can’t to make them brainstorm

·       Distributing the speaking cards to each student and making them work in pairs

·       Making the students ask the question on the card to their partner and give him/her answer

·       Distributing the worksheet including grammar points related to can/can’t to each student and making them complete the sentences and write the thing that they can/can’t do according to the directions on the worksheet

·       After they finish, check if they do them correctly by making them read their answers with the rest of the class

Post activity (20 minutes):

·       Dividing the class into pairs and giving one student Worksheet A and the other student Worksheet B.

·       Each student should write his or her partner’s name in the space at the top of the worksheet.

·       Students work individually and try to guess if their partner can or can't do the activities listed on their worksheet. They underline or circle can or can't in each sentence without talking to their partner.

·       When they have finished, students take it in turns to ask their partner if they can do the activities listed on their worksheet.

Example: Can you draw a square and a circle at the same time?

·       For each statement students have guessed right, they put a tick in the second column on the worksheet, and for each one they get wrong they put a cross.

·       The student in the pair who gets the most answers correct is the winner.

·       Students then come to the front of the class and tell the other students about their partner.

Example: I talked to Pam. She can remember the teacher's full name, but she can’t snowboard.

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