Ms2 Lesson Plans by IZOUNTAR Abd el Alim

Level Sequence: 01 « Me , my friends and my family»

. Lesson: 06 I practise (2) Lesson Focus:
Ms 2 My grammar lesson(PPU) Language learning
Learning Objective: By the end of the lesson, the SWBATo express abilities and inabilities using “can” and
.

“can’t” and highlighting their weak and strong forms .

Target Competencies: interact – interpret – produce Domains: Oral – Written - Both

Target Structures: - S + can + stem / -S + can’t + stem Materials: White-board / book / pictures
- Can + S + stem + ……….?
Cross-curricular Competencies: Core-values:
1.Intellectual competency/The learner can: -Raising the
*Show creativity when producing oral and written messages pupils’ awareness
2.methodological competency / The learner can: about
*work in pairs or in groups sports’importance
*use strategies for listening and interpreting oral discourse -Respecting
3.communicative competency/The learner can: others’ choices
* he can use information and communication technology such as blogs , websites page , and preferences
discussion forums , platforms to interact with learners of other cultures
4.personal and social competencies /The learner:
*is aware of his role and others' role in the development of projects
*He socializes through oral or written exchanges
Time Framework Procedure Focus Objectives Materials Vakt
10 Warm-up -T greets his learners then makes a short review T/PPs -To activate -White V
mnts about the previous lesson. the PPs’ board and A
-T sticks on the right side of the board some learning pictures K
pictures of different sports numbered from 1 to schemata
11, and some strips of papers including their
names on the left side. After that, he invites the -To present
PPs to attribute each number to the appropriate some new
name. vocabulary
-T asks the PPs about their favourite sports. related to
T/PPs the theme

-T writes the following dialogue on the board

30 Presentation and invites the PPs to write it.
Mnts
Tom: Hello! Jack. Can you lift weights? -
Jack: Hi! Tom. No, I can’t. But I can go jogging -To present whiteboard
for a long distance. the new V/
Tom: Can you ride a motorbike? structures in A
Jack: Yes, I can. But I can’t ride a horse. a context.
Part one:
Isolation
- I can go jogging. -To
- I can’t ride a horse highlight
- Can you lift weights? T/ the new
PPs structures
Analysis
 Is Jack able to go jogging? ..yes, he is...
 There is a word in the sentence that A
demonstrates it. What is it? ...can…. V
 So the word “can” is a modal verb that
is used to express ability PPs/T
 Is Jack able to ride a horse? ..no,he isn’t.. - To analyse
 What is the words that illustrate it? ..can’t.. the new
 So the word “can’t” is a modal verb that structures A/
is used to express inability. V
 What is the form of the verb after the
modal can? … stem… go/ ride/ lift
 Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Eliciting the rule:

-“Can” is a ………verb. It is used to express ……. -

-“Can’t” is used to express ……………… -To elicit Whiteboard
- The verb after “can” and “can’t” do not change the
form. I t is a ……………
the rule
PPs/T
1-Affirmative form:
Subject + can + verb(……..) + complement

Ex: I can play basketball

2- Negative form: A/
Subject + can’t + verb(…..) + complement V
Ex: I can’t do karate

3-Interrogative form:
Can + Subject + verb(…..) + complement +?

Ex: Can I go skateboarding ? PPs/

T
Part two
Isolation 02
1-I can go jogging
2-Can you ride a motorbike -To
3-Yes, I can highlight
4-No, I can’t. I can’t ride a horse the new
Analysis 02 structures
Listen to my pronunciation of the modals can and
can’t in different locations of the sentence
(beginning/middle/ final), then tell me whether it is PPs/
the same or different. PPs
T reads the sentences highlighting the appropriate - To analyse
pronunciation of the modals in each position. the new
PPs: ….it is not the same. Can is stronger in structures
sentence 3 than it is in sentences 1and 2…but can’t
keeps the same pronunciation in both parts of
sentence 4

Eliciting the rule:

“Can” takes the strong form /kæn/, in the

…final..position and the weak form /kən/ in -To elicit
..the initial ….and …middle..positions. the rule
“Can’t” takes …the strong…form in both middle
and final positios /ka:nt/.

40 Practice
Mnts Task one: I reorder the following words
to get meaningful sentences:
- Susan / go / ice skating / can.
……………………………..
- do / can / karate / Peter.
……………………………..
- can / We / tennis / play.
……………………………..

Task two: I write the sentences in task one

in the negative then the interrogative forms.
 Ms2 Lesson Plans by IZOUNTAR Abd el Alim

Task three: I give the appropriate

pronunciation of “can” and “can’t” in the
examples below.
“Dany: Hello! Can /……./ anyone play tennis
with me? My brother can’t /……../ do so
because he is ill.
Jemy: Yes, I can./……/. I can/..…/ play with
you? But susan can’t /…../

Task 11 and 12 page 31

30 Use
Mnts Task 4 and 5 page 22:
T invites the PPs to complete the second part of
the dialogue between “Me and My partner”
following the example given above and using
the pictures on page 23.

What worked What hindered Action points

……………………………… ………………………………… …………………………………………
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……………………………… ………………………………… …………………………………………
……………………………… ………………………………… …………………………………………
……………………………… ………………………………… …………………………………………
…………………… ……………………………… …………………………………………
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
Ms2 Lesson Plans by IZOUNTAR Abd el Alim
 Ms2 Lesson Plans by IZOUNTAR Abd el Alim

Bowling
Horse riding
Jogging
Skateboarding
Boxing
Ice skating
Karate
 Ms2 Lesson Plans by IZOUNTAR Abd el Alim

Basketball
Weightlifting
Motorcycling
Volleyball