Lesson Plan | Traditional Methodology | Verbs: Can

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage is to ensure that students understand the importance and different uses of the verb 'can' in English. Through a detailed explanation and practical examples, students will be able to recognize and apply the verb 'can' assertively to express both permission and ability in various communication contexts.

Main Objectives

1. Explain in detail the use of the verb 'can' in English, highlighting its different contexts of use, such as permission and ability.

2. Provide clear and practical examples that illustrate the use of the verb 'can' in affirmative, negative, and interrogative sentences.

3. Promote students' understanding of how to apply the verb 'can' in everyday situations and clarify any possible doubts.

Introduction

Duration: (10 - 15 minutes)

The purpose of this stage is to spark student interest and provide a clear and relevant context for using the verb 'can'. By connecting the topic to everyday situations and curiosities, students will feel more motivated to learn and will understand the practical importance of the content that will be addressed.

Context

Start the class by explaining to the students that the verb 'can' is a powerful and versatile word in the English language. It is used to express skills, abilities, and permissions. Highlight that, just as in Portuguese we use verbs like 'poder' and 'conseguir', in English we use 'can' to convey these ideas. For example, 'Eu posso nadar' translates to 'I can swim.' Emphasize that mastering the use of 'can' will enable them to communicate with greater clarity and confidence in various everyday situations.

Curiosities

Did you know that the verb 'can' is one of the most commonly used modal verbs in the English language? It does not change form, regardless of who is performing the action. This means that, unlike many other verbs, we don't have to worry about conjugation when using 'can'. For example, 'I can', 'you can', 'he can' – all use the same form. This makes the use of 'can' simpler and more straightforward!

Development

Duration: (45 - 50 minutes)

The purpose of this stage is to consolidate students' knowledge of the verb 'can' through a detailed explanation of its affirmative, negative, and interrogative forms. By providing practical examples and encouraging active student participation, the teacher ensures that students understand and apply the use of 'can' correctly in different contexts. Resolving questions in class helps to reinforce the content and allows the teacher to assess students' understanding.

Covered Topics

1. Affirmatives with 'can': Explain that in affirmative sentences, the verb 'can' is used to express skills or abilities. For example, 'I can swim'. Highlight that the structure is simple: Subject + 'can' + Main verb. 2. Negatives with 'can': Detail that to form negative sentences, it is necessary to add 'not' after 'can', forming 'cannot' or its contracted form 'can't'. For example, 'I can't swim'. The structure is: Subject + 'can't' + Main verb. 3. Interrogatives with 'can': Emphasize that in questions, 'can' is placed at the beginning of the sentence. For example, 'Can you swim?'. The structure follows: 'Can' + Subject + Main verb? 4. Use of 'can' to ask for permission: Explain that 'can' is also used to ask for or give permission. For example, 'Can I go to the bathroom?'. 5. Short answers: Teach that in short answers, 'can' and 'can't' are used alone. For example, 'Can you swim?' 'Yes, I can.' or 'No, I can't.'

Classroom Questions

1. Form an affirmative sentence using 'can' to describe a skill you have. 2. Transform the sentence 'She can play the piano' into a question. 3. Write a negative sentence using 'can' to talk about something you cannot do.

Questions Discussion

Duration: (20 - 25 minutes)

The purpose of this stage is to review and consolidate students' understanding of the use of the verb 'can' through a detailed discussion of the answers to the proposed questions. By engaging students with questions and reflections, the teacher can assess content understanding, correct possible errors, and clarify doubts, ensuring that all students have a solid and applicable understanding of the material taught.

Discussion

• Form an affirmative sentence using 'can' to describe a skill you have.

• Explain that students should use the structure Subject + 'can' + Main verb. For example, 'I can draw'.

• Transform the sentence 'She can play the piano' into a question.

• Explain that to transform an affirmative sentence into a question, 'can' must be moved to the beginning of the sentence. The structure is: 'Can' + Subject + Main verb? The result will be 'Can she play the piano?'.

• Write a negative sentence using 'can' to talk about something you cannot do.

• Explain that to form a negative sentence, 'not' should be added after 'can', forming 'cannot' or its contracted form 'can't'. The structure is: Subject + 'can't' + Main verb. For example, 'I can't sing'.

Student Engagement

1. Ask students to share their affirmative, negative, and interrogative sentences formed with 'can'. 2. Ask students about everyday situations where they can use 'can' to ask for permission or express abilities. 3. Encourage students to think of other sentences they could create using 'can' for different contexts. 4. Discuss with students how understanding the use of 'can' can help them communicate better in English.

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to review and consolidate the main points covered, ensuring that students have a clear and comprehensive understanding of the use of the verb 'can'. By summarizing the content, connecting theory to practice, and highlighting the relevance of the topic, the teacher reinforces learning and prepares students to apply the knowledge acquired autonomously.

Summary

• The verb 'can' is used to express skills, abilities, and permissions.
• In affirmative sentences, the structure is: Subject + 'can' + Main verb.
• To form negative sentences, 'cannot' or its contracted form 'can't' is used after the subject.
• In questions, 'can' is placed at the beginning of the sentence.
• 'Can' is also used to ask for or give permission.
• Short answers can be given using only 'can' or 'can't'.

The lesson connected theory with practice by providing clear and direct examples of how to use the verb 'can' in different contexts. Through practical exercises and classroom discussions, students were able to apply theoretical knowledge in everyday situations and understand the relevance of using this verb correctly in communication in English.

The verb 'can' is essential for everyday communication in English, allowing students to express their skills, abilities, and ask for permissions clearly and efficiently. Understanding this verb facilitates interaction in various situations, from a simple conversation to understanding rules and instructions, making it a valuable tool for learning and using English.