Universidad Catlica de la Santsima Concepcin

English Pedagogy
Teaching Practice

LESSON PLAN (PPP)

School:
Universidad Catlica de la Santsima Concepcin.
Class:alte3

Date of lesson:
24/10/14

Time of lesson:
9:20-10:20

Length of
lesson:

Student-Teachers
name:

60 min.

Nayareth Hernndez
Gerardo Prez

Number of SS: 6

Main Aim:
At the end of the lesson students will be able to express their abilities in their free time activities, orally.

Reference tp Planes y Programas (OF, CMO, AE):

Exponent(s) : I can speak English
She cannot play the guitar
Mara and Hector cant swim

Assumed Knowledge:
use of simple present
There is/are
Affirmative sentence strucuture
Common Verbs (bare form
Verb to be
Like,, dislike, hate,

Swim, run, drive, drink

Target Language: ( Linguistics items use, meaning, form)

Subject + modal + verb + complement.

Anticipated Problems
Ss may add to after can-

..and Solutions

Aids

Highlight the use of the base form of the verb with a

different colour when writing the model sentence
when writing it on the board.

Ss may have problems with the pronunciation of can vs cant

Ppt
Flashcards.
Whiteboard.

Model and ask students to repeat

several times
(chorally, individually) and check pron.

Adapted from University of Sussex

Stages

Procedure
What I am going to do

What I am going to say

Instructions, CCQs, Feedback,etc

Skill

Time
(min)

Interaction
T-Ss;Ss-Ss;etc

LEAD-IN

T greets students

Good morning everybody

How are you today?

Speaking

3 min

T-Ss

Speaking

13 min

T-Ss

T elicits previous knowledge I would like to ask you,

asking them what they like doing What do you like doing in your
in their free time.
free time?

PRESENTATION

T shows the aims of the lesson

Today, you are going to learn

how to express your abilities

T shows picture of Alexis

Sanchez.

Do you know this man?

Who is he?

T Introduces Alexis Sanchez.

Yes, he is Alexis Sanchez

What does he do?
He is a football player.

T tells students about Sanchezs

abilities.

T emphasizes with the examples

given the pronunciation of can
and cannot.
T asks students to repeat.

He was in an interview, and He

answered this.
I can play football, but I
cant speak English. I can
play video games, but I cant
sing.
Alexis Sanchez used the words
that you are going to learn
today!

Could you repeat after me,

please?
T writes the model sentence on
the board. (T checks
pronunciation by modeling )
T writes the form of the model
sentence on the board, under the
model sentence
He can run faster. He cant
speak English

This is the form of the

language we use to express our
abilities (T pointing at the
structure on the board/ppt)
S+can+verb+complement
S+can+not+verb+
complement

S+can+verb+complement
S+can+not+verb+
complement
T asks CCQs

Do you use Can to express

abilities?
Which one do you use for
negative abilities? Can or cant

PRACTICE
Speaking
10 min

T gives the instructions

T shows a ppt with different sort
of free activities. Students need
to add can or cant depending of
the sample
T reads every sentence and
emphasizes pronunciation.
T praises students

Ok, lets play!

Im going to show you some
images. You need to choose

can or cant according to the

image.

T gives the instructions. Students

have to fill in the blank with the Good job!
verb given. They have to work in
pairs in order to talk and
compare with his/her classmates. Im going to give you some
flashcards. Each has a sentence
written. You need to say can or
cant to complete the sentence.
You need to work in pairs.
Youll have 10 min.

T delivers flashcards to the Ss

T-SS

Take one and pass the others.

S-S

Speaking
15 min

T asks CCQs

Do you have to work in

groups?
Do you have to write?
Do you have to work with the
flashcards?

T delivers flashcards
T models the activity

Ill do the first one, ok?

I ____ English (no/speak)
I cant speak English.
Now, lets work.

T monitors the activities moving

round the classroom in order to
clarify doubts and help students
activity.
T reviews the answers asking
some students to say their
answers

Ok, time is over!

Lets check together.

PRODUCTION

Speaking
20 min

T asks student to tell about their

abilities in the context of
applying for a job. Students have
to work in groups of four.

You have to imagine that you

want to apply for a job. So, you
are in an interview. And, your
possible future boss ask you
the following question:

Ss-Ss

What things you can do? And

also, tell me what things you
cannot do?

T asks CCQs

You have to work in group of

four.
Youll have 10 min.
Do you have to work in pairs?
Do you have 5 min?

T monitors the groups in order to

help students.
T reviews the task asking some
students to express their answers
aloud.
T corrects students
pronunciations and grammar
mistakes from their
performances with the whole
class.

Ok, lets work!

Time is over!
Is there any volunteer?
Thank you!
When you use can you dont
need to add to
When you use can with third
person singular you dont add
an s

Evaluation

T chooses students and asks Now, I need one student that

them to summarize what they Could summarize what did you
have learnt today.
have learnt today?
T praises students activities

2 min

Well done, today you have

worked
very
hard.
Congratulations.
See you next class, bye.

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