INSTITUTO TECNOLÓGICO DE MORELIA

COORDINACIÓN DE LENGUAS EXTRANJERAS

LESSON PLAN
METHODS I

Methods I Head
Student: Teacher:
OSCAR URIEL GONZALEZ CAMPOS CECILIA HUAZANO

Level Number of students Classroom Date: Time:

1 23 CH2 SATURDAY, NOVEMBER 26th , 2 hours
2024

Class A group lesson designed for a beginner level student that focuses on abilities with can and can't, The class will include explanations, practice
description: and interaction to help students correctly.
Topic: ABILITIES WITH CAN AND CAN’T

Main aims • Students will be able to recognize and understand the structure and meaning of can and can’t to talk about abilities.
• Students will use can and can’t in simple sentences to describe their own abilities and those of others, building confidence in
speaking.
• Students will expand their vocabulary related to common abilities and activities (e.g., run, jump, sing, dance).

Subsidiary aims: • Students will practice listening to peers’ descriptions of abilities, helping them better understand spoken English and reinforcing
vocabulary.
• By participating in group activities, students will practice cooperative learning, improving social skills and group dynamics.
• Students will be introduced to or review vocabulary related to common activities (e.g., swim, cook, draw) as they practice can and
can’t.
• Through interactive activities and teamwork, students will enhance their speaking and listening skills by using can and can’t in
various contexts.
• By participating in creative, hands-on activities, students will enjoy learning in a supportive environment, reinforcing their ability to
use can and can’t accurately.
• By practicing can and can’t in a variety of fun contexts, students will feel more comfortable using these structures in real-life
conversations.
Timetable fit: Prior lessons may have introduced basic greetings and personal information vocabulary. So, with this lesson, student may be able to make
sentences on their own to communicate with others. Following this lesson, students may advance to studying abilities with can and can´t.
Assumptions: • It is assumed that students have prior knowledge of basic action verbs (e.g., run, jump, sing, swim), which will help them focus on
the structure of can and can’t without needing to learn new vocabulary.
• Students likely understand simple sentence structures in English, so they should be able to form basic sentences with can and can’t
(e.g., I can swim).
• Students are often eager to talk about themselves and their abilities, which can motivate them to engage actively and share in
discussions about what they can and can’t do.
• : It is assumed that students are used to working in pairs or small groups, which will help them feel comfortable during collaborative
activities.
• Students are likely to enjoy learning through movement and interaction, so the hands-on, outdoor activities will help them stay
engaged and reinforce the lesson content.
• Students may have encountered yes/no question structures, which will aid in forming questions like Can you (run)? and responding
appropriately.

Anticipated Problems Possible

solutions
• Students may get confused between can and can’t due to their • Exaggerate the pronunciation and emphasize the
similar pronunciation. contraction can’t to make it more distinct. Conduct
• Some students might feel uncomfortable admitting they can’t repetition exercises so students can hear the difference,
do certain activities, especially in front of peers. and use gestures like a thumbs-up for can and thumbs-
• Students might feel confused when forming questions and down for can’t.
answers with can and can’t. • Remind them that everyone has different strengths and
• Some students may have limited vocabulary to express their that this exercise is just for learning. Create a supportive
abilities and limitations. environment by celebrating both abilities and
• During outdoor activities, students may get distracted or not limitations, using encouraging phrases like It’s okay if
hear instructions clearly. you can’t do everything!
• Students might misuse can and can’t due to the excitement of • Provide examples and guided practice before starting
the activities. group activities. Run a round of questions with the whole
• class so they can hear and practice the structure
repeatedly.
• Provide a list of basic action verbs and visual examples
before starting activities. Encourage students to use this
list to help them remember and feel more confident.
• Explain the rules and expectations clearly before leaving
the classroom, and ensure everyone understands. Assign
 team leaders to help keep everyone focused and remind
them of instructions during the activity.
• Observe and provide immediate feedback as they
interact. If you hear a mistake, repeat the sentence
correctly to help them notice without disrupting the flow
of the activity.
•

PROCEDURE
Stage Stage aims Description Timing Interaction Materials
pattern
1.introduce ICE BREAKER Instructions: 12 Teacher- nothing
myself with the minutes student
students 1. Gather students in a circle. Explain
(Game “the that they’ll pass a ball around, and when
introduction they receive it, they should say their name
ball”) and something short about themselves in
English.
2. Demonstrate how it works: Throw the
ball to someone and say, for example, “My
name is [your name] and I like
[activity/hobby].” Then, that person throws
the ball to another classmate.
3. Guide them with simple sentence
structures to practice basic vocabulary. You
could suggest phrases like:
•“My name is [name] and I am [age] years
old.”
•“My name is [name] and I like [hobby].”
•“My name is [name] and my favorite
color/food is [color/food].”
4. Variation for name recall: After the
first round, ask each student to say the
previous person’s name and hobby before
introducing themselves. For example, “This is
[previous person’s name]; he/she likes
[hobby], and I am [my name] and I like [my
hobby].” This helps everyone remember
 names better.
5. Continue the game until everyone has
participated. To add excitement, you could
speed up the passing of the ball or change
the type of phrase each round (e.g., “My
favorite animal is…”).
Warm up Introduce the •Start with•a quick discussion about the 11 Teacher- Pictures, TV
concept of things they can or can't do, showing pictures minutes student
abilities (for example, can you swim?).
Can you play the guitar?). Encourage
students to respond with "Yes, I can or No, I
can't."
3. Presentation Build 11 Teacher- Computer, TV
vocabulary Present a list of action verbs (e.g., jump, minutes student
related to run, sing, swim, dance). Show visuals for
common each and practice pronunciation. Have
activities and students repeat and use each verb in simple
abilities. sentences with can or can’t.

4. grammar Explain the Write example sentences on the board (e.g., 11 Teacher- Computer
focus structure and I can swim. I can’t fly.). Explain the minutes student notebook, board
usage of can difference and practice forming sentences
and can’t. together. Ask students to say sentences
about their own abilities.
park.”

5. Mime of It reinforces Divide students into two teams. A student 15 teacher Computer, cards
skills the from each team will mimic a skill, and his minutes student
understanding team must guess using can or can't (e.g., He
of skills in a can play the guitar).
visual and fun
way.

6. activity Encourage Each student receives a sheet and must find 10 Student - Sheets
(Class survey: interaction others who can perform certain skills, asking minutes student
who can?) and repetitive questions like Can you cook?. In the end,
use of can and each one introduces someone (e.g., Carlos
can't in a real can cook).
context..
7. free practice Encourage the To allow students to practice using can and 10 student Worksheets
student to use can´t in a written format while reinforcing minutes
can and can’t. vocabulary related to abilities

8. Game (guess It helps to Each student receives a card with a 15 Student - Cards with
the profession) apply can and profession and must describe it using can minutes student professions
can't in a and can't without mentioning the name of
realistic the profession (e.g., I can cook, but I can't
context while fly for a chef). The others must guess.
exercising the
vocabulary of
professions.

9. GAME Reinforce the Preparation: 20 Student – Foam, cards with

use of can and 1. Place cones or markers to delimit a minutes teacher abilities, cones
can't in a race track an outdoor space.
dynamic and
competitive 2. Along the track, place the posters
way. with skills on the ground, spaced every
certain stretch.
Work as a
team and Instructions:
think fast to
decide 1. Divide the students into teams and
whether or give them a bottle of foam per team.
not they can
perform the 2. Explain that each team will run on the
skills. track and, when reaching a poster with a
skill, the team must decide whether or not it
can perform the skill:

• If someone from the team cannot do

the skill, they must cover the sign with foam
and say "I can't (jump, sing, etc.)".

• If they can do the skill, they must

point it out and say "I can (jump, sing, etc.)"
without covering it.
 3. Each team must advance until the
entire track is complete and cover or point
out all the skills.

4. The team that finishes the race first

and correctly classifies the skills with can and
can't wins.

10. Closure Give thanks In this part, I'm going to say goodbye and 5 Teacher- Surprise
them (Farewell thank you, I'll also give you a surprise minutes student
and surprise)

Computer
Materials: Notebook
Pencil case
Cellphone
Digital worksheets
Foam
Card with professions
Cards with abilities
Markers

Additional
possibilities

Observations:

Incidences:
Head Teacher’s signature Methods’ Teacher’s Signature Methods Student’s Signature