I Can 1 (LPN)
Teaching targets (varies based on level)
Verbs: hop, run, ride a bicycle, jump, fly, swim
Nouns: (pronouns) I, you, he, she, it, we, you, they
Questions: What can you do? What can you not do? Who can do the same/something different?
Sentences: I can/cannot ______. ______ can do the same as/different than me.
*vocabulary in italics is for lesson 2
1. Hello Song / 5 minutes (recommended for younger groups)
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Story: (Jabari Jumps ) / 10 minutes
With these two lessons, we are focusing on teaching ‘can and cannot’ used with respect to different activities and using pronouns such as I, she, he , they. Emphasize the ‘can’ in this week’s book. You can also ask STs – Can you fly? – while pointing at the FCs. The STs then respond with Yes, I can fly or No, I can't. With older students you could ask complex questions like Can she jump? and they answer accordingly.
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the STs to see all the details in the pictures.
4. Game / 15 minutes
Having read through the story, introduce the flashcards one by one, displaying each one on the wall as it is introduced. Encourage the group to repeat the words several times as they are introduced.
Play some vocabulary integration games to make it fun and enhance word retention.
With the flash cards, demonstrate the verbs hop, run, ride . Hold up the FCs one by one and ask the STs Who can jump?Let the students respond with " I can/cant jump...." You can also practice third person pronouns using the FCs ex: She can jump. She can ride a bike. If you have time and the level is correct, you could help STs phrase complex sentences like " I can run but I don't like running" ( This will help them go over like/don't like once again)
For younger students, stick on the wall some flash cards while keep some hidden with you. Encourage them to make small sentences like" I can run, but I can't ride a bike."
For older groups, drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.
5. Song / 10 minutes (recommended for younger groups)
Recommended for groups under 8 years. Older groups can move straight onto the individual activity time. This song is long, so pick and choose which parts you want to sing.
6. Individual activity/ 10 - 20 minutes
The aim of this section in the session is to spend time with each ST individually. Encourage each ST to either repeat vocabulary and sentences or to produce them independently, depending on their level.
Initiation HO: can be used for colouring as you interact with each ST individually or, for olders, explain and request that they follow the instructions for the exercise.
7. Recap / 5 minutes
Briefly, have STs recall the vocabulary they just learned.
8. Goodbye Song / 5 minutes (recommended for younger groups)
Remember to consult our level guideline regularly to ensure the best progression for your groups.
Carnet de Voyage
The parents have access to the Carnet de Voyage from the beginning of term so that they can accompany their children to discover, progress and enjoy English. Teachers are advised to check the Carnet de Voyage each time to ensure the content reflects the session content you are planning to use.