Lesson Plan | Active Learning | Verbs: Can

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

This stage of the lesson plan is crucial to establish a solid foundation of understanding about the verb 'can'. By clearly defining the objectives, students will have a clear direction of what is expected of them during the lesson. The aim is to ensure that all students, regardless of proficiency level, have a robust and applicable understanding of the use of 'can'. This not only facilitates learning but also prepares the ground for more complex and interactive activities that will occur in class.

Main Objectives:

1. Empower students to use the verb 'can' appropriately, identifying and applying its meaning in contexts involving abilities, permissions and possibilities.

2. Develop the ability to differentiate the use of 'can' to express permission and ability through practical examples and interactive exercises.

Side Objectives:

Introduction

Duration: (15 - 20 minutes)

The introduction serves to engage students with the content they previously studied and to review key concepts. The problem-based situations are designed to make students think critically about the application of the verb 'can' in real and everyday contexts, preparing them for practical activities. The contextualization helps relate the subject to the real world, increasing interest and relevance of learning.

Problem-Based Situations

1. Consider the situation where a student wants to ask the teacher for permission to leave class early. How would he use the verb 'can' correctly?

2. Imagine a group of friends discussing who has the skill to perform a magic trick. They must use the verb 'can' to express their abilities. How would this be done?

Contextualization

The verb 'can' is essential in English as it allows expressing both abilities and permissions. For example, in a everyday conversation, saying 'I can swim' indicates a physical ability, while 'Can I go now?' requires permission. Additionally, curiosities such as the origin of the word 'can', which derives from Latin 'cunnus', meaning 'vessel', show how the language has evolved to include this term in various contexts.

Development

Duration: (75 - 85 minutes)

The Development stage is designed to allow students to apply practical and interactive knowledge of the verb 'can'. The proposed activities aim to consolidate students' understanding of the uses of 'can' to express abilities and permissions in various contexts, from escape scenarios to talent presentations and construction. By working in groups, students also develop collaboration, communication, and critical thinking skills. This practical and playful approach is essential for deepening understanding and ensuring that concepts are internalized meaningfully.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Can You Escape?

> Duration: (60 - 70 minutes)

- Objective: Practice using the verb 'can' to express abilities and permissions in a playful and collaborative context.

- Description: In this activity, students are challenged to plan an escape from a fictional classroom using the verb 'can'. They must develop a escape plan and present it to the class, justifying each action with 'can' to express necessary skills or permissions.

- Instructions:

• Divide the class into groups of up to 5 students.

• Present the scenario: they are detectives locked in a room and need to escape before the villain returns.

• Each group must create an escape plan, detailing the actions and necessary resources, using 'can' to express skills or permissions.

• Prepare a 5-minute presentation to explain the plan to the class.

• After the presentations, each group votes on the plan they consider the most creative and viable.

Activity 2 - The Can-Do Talent Show

> Duration: (60 - 70 minutes)

- Objective: Develop presentation and confidence skills, in addition to reinforcing the use of 'can' for abilities.

- Description: Students organize a talent show where each act must be introduced using the verb 'can' to express a special skill. This activity helps reinforce the use of 'can' for abilities and also promotes students' self-confidence when presenting their skills.

- Instructions:

• Organize the class into groups of up to 5 students.

• Each group chooses or invents a talent to present at 'The Can-Do Talent Show'.

• Students must prepare a small introductory speech of 1 minute that uses the verb 'can' to describe their group's skill.

• Hold the talent show in the classroom, allowing each group to present their talent and speech.

• After the presentations, discuss in class how each group used the verb 'can' and provide constructive feedback.

Activity 3 - Mission Possible: Can We Build It?

> Duration: (60 - 70 minutes)

- Objective: Use the verb 'can' to assign tasks based on skills and permissions, promoting teamwork and problem-solving.

- Description: Students are engineers tasked with building a tower using simple materials. They must use the verb 'can' to discuss who can perform which construction tasks based on their skills and permissions.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute materials such as popsicle sticks, rubber bands, and tape.

• Each group plans and builds a tower, discussing and recording who in the group 'can' do each part of the work.

• At the end, each group presents their tower, explaining the use of the verb 'can' in task assignments.

• Hold a vote to determine which tower was the best built and organized.

Feedback

Duration: (10 - 15 minutes)

This feedback stage is essential for consolidating learning, allowing students to articulate what they learned and share insights with their peers. Group discussion helps reinforce understanding of the use of the verb 'can' in different contexts, in addition to promoting communication and debate skills. This moment also serves for the teacher to assess students' understanding and clarify any remaining doubts, ensuring that concepts are internalized clearly and effectively.

Group Discussion

At the end of the activities, gather all students for a group discussion. Initiate the discussion by briefly reviewing the lesson objectives and asking each group to share their experiences and learnings. Use guiding questions such as: 'How did using the verb 'can' help you solve the proposed challenges?' and 'Were there any situations where you had difficulties applying 'can' correctly? How did you overcome them?' Encourage students to reflect on the importance of the verb 'can' in their daily lives and how it can be used to express abilities and permissions clearly.

Key Questions

1. What is the difference between using 'can' to express abilities and to ask for permission?

2. How can understanding the use of the verb 'can' improve communication in everyday situations?

3. Is there any situation you discussed where the interpretation of 'can' was ambiguous? How was that resolved?

Conclusion

Duration: (5 - 10 minutes)

The purpose of this conclusion stage is to ensure that students have a clear and consolidated understanding of the content covered during the lesson. By summarizing the main points, reinforcing the connection between theory and practice, and highlighting the relevance of learning to everyday life, this stage helps ensure that students can apply what they have learned effectively and continuously. In addition, it provides a moment for the teacher to assess the overall understanding of the class and clarify any final doubts.

Summary

In closing, it is important to summarize and recapitulate the main points covered in this lesson. Students explored the use of the verb 'can' to express abilities and permissions in diverse contexts, such as in escape situations, talent presentations, and tower construction. This summary helps consolidate learning and reinforce the practical uses of 'can' that were discussed and applied in the activities.

Theory Connection

Throughout this lesson, the theory regarding the use of the verb 'can' was directly applied in practical and playful situations, such as escape games and tower construction. This approach not only facilitated understanding of theoretical content but also demonstrated the applicability of 'can' in real situations, reinforcing the link between theory and practice.

Closing

Understanding and using the verb 'can' correctly is fundamental in daily life, as it allows expressing abilities and permissions clearly and effectively. The ability to use 'can' appropriately enhances communication in English and is essential in various social and professional interactions. Therefore, what was learned today is directly applicable and relevant to students' everyday lives.