TB3 TEMPLATE – Planning an Activity

COURSEBOOK: Cambridge English Empower A1 PAGES 90-91

LEVEL: A1 - 16-18 years old

LESSON OBJECTIVE:

By the end of the lesson, students will be able to talk about their abilities using the grammar structure “can”.

LANGUAGE SKILL: (describe the language you will work with: listening, reading, writing, speaking)

In this activity, students will work on the grammar “can/can´t” through reading, speaking, and writing exercises.

LESSON TOPIC:

Talking about your abilities with “can”.

MATERIALS TO BE USED (remember the session will be conducted in an online setting):

PowerPoint Presentation

Images

Chart

Markers (at least 3-4)

TIMING: (Length of the activity)

30 to 40 minutes.

1
PROCEDURE
Before the lesson Before I start the lesson:
● Check that the PPT is available and within easy access.
● Check that all the materials are ready.
Show the PPT with the images of famous people and ask the following questions to the class:
1. Warmer (5-7 minutes)
● Who are these people? Do you know them? What do they do for a living?
After saying what they do for a living, show the students examples using “can” to refer to the abilities these
people have. (For example: They are singers, that means they can sing.”). I can also ask students what things
these people cannot do.
After each slide, write the sentences on the board and highlight the word “can/can´t”.
By the end of the warm-up, I will have a list of the sentences on the board and I can ask 2-3 students what
of those activities they can do and which ones they cannot. Based on their answers, I will put them in pairs.

2. Tasks (16-20 minutes) The main activity will be a reading task that talks about abilities from people with superpowers.
The questions for this activity will be closed-questions to use the grammar structure can in
positive and negative sentences.

● I will show the instructions for the reading activity written on the PPT,
● I will ask one student to read the instructions. Then I will check comprehension by asking
another student to repeat the instructions.
● I will elicit from them previous knowledge by asking questions about the headline and
pictures.
● I will ask them to work in pairs according to the groups assigned in the previous activity.
(5-6 minutes)
● Once they have completed the activity, I will call some students to verify the answers. I
will ask for voluntary participants first.

The second activity:

The activity will be called: “Who can…?” (10 minutes) and it will be collaborative work.
● I will show the activity's instructions and provide one example. For this, I will draw one line in the
middle of the board to divide it into 2 separate sections and explain that they will work in 2 different
groups assigned by me. Each group will have 2 markers and they will have to write on the board to
complete the activity.
● I will check for students' understanding by asking them to explain the activity. We will do a model
example together.

2
 ● They will have 10 minutes to complete the task and the team who finishes first will earn a candy. I
will be monitoring and observing to check their understanding of the grammar in order to give
feedback after the post-activity.
● They will go back to their seats for the post-activity.
3. Post activity (6-8 ● Ask students to read the post-activity on the board. The question will be “What amazing things can
minutes) you do?”.
● They will work individually and will have to create 2 sentences about themselves and share in pairs.
For this activity, they can choose the closest classmate to them. Before starting to work, I will check
comprehension and call one of the students.
● After the activity ends, I will call 2 students to tell me 2 sentences from their partners. For this
activity, I will call the students who have participated the least during the class. I will monitor the
rest of the class to check for mistakes.
● If there are any incorrect attempts or mistakes, I will apply the recast method.
4. Feedback (8 minutes) ● First, I will congratulate students on their hard work.
● I will ask them how they felt during the previous activities.
● I will check the answers on the board and if there are any mistakes, I will ask students to
tell me what they think about that specific sentence and how they can fix it.
● If I heard any incorrect sentences during the group discussion while I was observing, I will
write down those sentences as well and ask them the questions mentioned above.
● I will thank their students again for their participation.
● I will ask one or two students “What did we learn today?” before closing the class.