LESSON PLAN DATE: INSTITUTION: GROUP: TEACHER: 1. Topics/ Notion: Abilities 2.

Lesson Aim: To learn the main use and different forms (positive, negative and question forms) of the modal verb CAN (when describing abilities). 3. Communicative function: asking about and describing abilities 4. Grammar: CAN / CANT INTRODUCTION: The teacher is going to stick different pictures of two superheroes on the board and tell the students which his favorite one is. Then, he is going to explain the reasons why he or she is his favorite character in terms of abilities that she or he may have, e.g.: I like Superman because he can fly, he can run very fast, etc. He asks the students to tell him more about heroes superpowers. He encourages the students to say that even in his native language. Thus, he translates their ideas into English. Next, he is going to write the sentences on the board. The teacher will introduce the other superhero and tell his or her abilities. He will tell the students the reasons why he or she is not his favorite superhero in terms of showing his or her disabilities, e.g.: Wonder Woman can fly a plane but she cant burn things with her eyes and she cant see through walls. He asks the students to describe some superheroes inabilities. Next, he is going to write the sentences on the board. In order not to confuse the students with the use of the linking word but, the teacher will accompany the linking word with different face expressions, gestures or using body language in order to make the students infer its meaning. Finally, the teacher will check if the students were paying attention by asking them (individually or in group) about the abilities and disabilities of the superheroes that he has just said, e.g.: Can Wonder Woman fly? Can Superman run fast? The students will be taught to answer: Yes, he can! or No, he cant. He also tells the students to ask questions about other superheroes, people or animals. PRESENTATION: Based on the sentences that he wrote on the board, the teacher will explain the main use of the modal verb CAN (i.e. to show abilities and disabilities), its different forms (positive, negative, and question) and its difference with the forms of other auxiliaries (do, be). It is necessary to say that during the explanation, the teacher will focus on the differences in pronunciation between CAN and CANT making the students repeat individually and in group (all the class at the same time) as many times as possible.

SEMI- CONTROLLED PRACTICE: The teacher will give a worksheet to each of the students (annex 1) where they will have to match the sentences with their corresponding drawing or picture in order to practice the modal verb in its positive form. In order to practice the negative form of the modal verb, the teacher will give another worksheet (annex 2) to the students where they will have to write sentences according to the given drawings above the blank spaces. The teacher will ask the students to make couples and take out the picture of their favorite hero that he had asked them to bring in the previous class. The students will have to say to their partner why he or she is his / her favorite superhero in terms of his /her abilities, e.g.: I like Spiderman because They also may ask their partners about other abilities that his / her superhero may have. Finally, the teacher will ask the students to share what they talked about with the rest of the class and will make them write their sentences on the board. Before the production part of the class, the teacher will give the students another worksheet (annex) where they will practice the interrogative form of the modal verb CAN. In this exercise, the students will have to order the scrambled words in order to form the interrogative sentences taking into account the given answer and the previous explanation about the interrogative form of the modal verb. To practice the interrogative form of the modal verb CAN, the teacher asks the students to ask 3 questions of their own. Examples: 1. Can you run fast? 2. Can you climb walls? 3. Can you skate? PRODUCTION ACTIVITY: Taking into account the verbs written on the board (fly, burn things with his eyes, run fast), verbs that students may already know, and others that they may ask the teacher, the teacher will ask the students to create (draw if possible) a new superhero where they will have to specify their abilities and disabilities. The teacher will ask the students to make an application form (see below) where they have to write questions that they will have to ask their partners about their new superheroes and their corresponding abilities. Finally the teacher will ask the students to stand up, go around the classroom and ask 3 of their classmates about their superheroes. Examples: Student A: What is your superheros name? Student B: His (her) name is ___________ Student A: Can he fly? (Or Can she fly?)

Student B: Yes, he can / No, he cant. Annex:

SUPERHERO NAME Can she / he run fast? Can she / he fly? Can she / he fly a plane? Can she / he burn things with his / her eyes? Can she / he fight very well?