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I can/can't ride a bike for intermediate level A2 students.
Descrizioni
In this lesson, I have used abilities all young kids possess to explain the difference between being able to do something and not being able to do something in a Grammar lesson. A Grammar lesson for young kids can be challenging, so in order to keep it uplifting, I have included various fun activities for the kids to do to keep them involved.
We start the lesson with a "warmer" activity whereby kids perform tasks they can complete, like jumping on both legs, which is followed by tasks they can't complete, like trying to jump on one leg . This helps me create the concept of what can be done, opposed to what can't be done based on their own ability.
Kids are then shown picture cards whereby they are able to identify visually different situations in a positive/can form and in a negative(can't) form.
This allows me to present the new language in a clear and concise written form on a whiteboard, and we now focus on Grammar sentences.
For example:
- I can ride a bike because I am big. (positive)
- I can't ride a bike because I am too small. (negative)
We then focus on the modal verb 'can' in this context. It is a versatile word used to express ability, permission, possibility, and to make requests and offers. Understanding this word is essential for communicating these concepts clearly. It is important for young students to grasp its meaning, as this knowledge supports their overall skill development.
I then introduce the grammatical structure by giving an example and the structure written as a formula in the different forms relating to ability and permission.
Once I have done this, I can now focus on addressing key grammar points and usage in a structured way, as the student follows my instructions. This approach will also allow me to work on the pronunciation points. I can assist the student with pronouncing the letter “r” in the word “ride,” and also emphasize the difference between “can” and “can't” in short questions, and guide them to pronounce “can” as “ken.”
When I feel that the student has fully grasped all aspects of the target language, we can practice using it together. Here, I will use choral drilling, whereby the students repeat each sentence on a board using me, the teacher, as their lead.
Example:
We start the lesson with a "warmer" activity whereby kids perform tasks they can complete, like jumping on both legs, which is followed by tasks they can't complete, like trying to jump on one leg . This helps me create the concept of what can be done, opposed to what can't be done based on their own ability.
Kids are then shown picture cards whereby they are able to identify visually different situations in a positive/can form and in a negative(can't) form.
This allows me to present the new language in a clear and concise written form on a whiteboard, and we now focus on Grammar sentences.
For example:
- I can ride a bike because I am big. (positive)
- I can't ride a bike because I am too small. (negative)
We then focus on the modal verb 'can' in this context. It is a versatile word used to express ability, permission, possibility, and to make requests and offers. Understanding this word is essential for communicating these concepts clearly. It is important for young students to grasp its meaning, as this knowledge supports their overall skill development.
I then introduce the grammatical structure by giving an example and the structure written as a formula in the different forms relating to ability and permission.
Once I have done this, I can now focus on addressing key grammar points and usage in a structured way, as the student follows my instructions. This approach will also allow me to work on the pronunciation points. I can assist the student with pronouncing the letter “r” in the word “ride,” and also emphasize the difference between “can” and “can't” in short questions, and guide them to pronounce “can” as “ken.”
When I feel that the student has fully grasped all aspects of the target language, we can practice using it together. Here, I will use choral drilling, whereby the students repeat each sentence on a board using me, the teacher, as their lead.
Example:
I can ride a bike: teacher.
I can ride a bike: student.
I can ride a bike because: teacher.
I can ride a bike because: student.
I can ride a bike because I am big now: teacher.
I can ride a bike because I am big now: student.
This is also rehearsed in the negative form.
Example:
I can't ride a bike: teacher.
I can't ride a bike: student.
I can't ride a bike because: teacher.
I can't ride a bike because: student.
I can't ride a bike because I am too small: teacher.
I can't ride a bike because I am too small: student.
Once the student is experiencing no difficulty during the process of drilling based on accuracy, they can complete a worksheet to reinforce what has been taught by completing different situations based on when a task can or can't be completed.
Then I have a conversation with the student relating to things they can and can't do in their daily lives. The student is encouraged to express the new language learned in conversation based on their ability or inability in everyday life, thus allowing them the opportunity to freely express these experiences. This also enables me to monitor their progress and take notes on any key elements that may need to be addressed.
Then I have a conversation with the student relating to things they can and can't do in their daily lives. The student is encouraged to express the new language learned in conversation based on their ability or inability in everyday life, thus allowing them the opportunity to freely express these experiences. This also enables me to monitor their progress and take notes on any key elements that may need to be addressed.
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