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Understanding?modelled?sentences?identifying?people's?abilitiese.g.,?She?can?swim.
Pronouncing?the?key?words?correctly?in?context
e.g.,?run,?fast,?fly,?draw,?write,?jump, welcome,?but
Using?yes/no?questions?to?elicit?apositive?or?negative?responsee.g.,?Can?you?swim?
Using?modeled?sentences?to?identify?peoples?abilities
e.g.,?She?can?swim.
Understanding?the
meaning?of?dialogues?about?abilities
Reading?the?text?aloud with?the?appropriate pronunciation?and
Intonation
Writing?the?key words?correctly
e.g.,?run,?fast,?fly draw,?write jump,?welcome
but
Writing?the?key sentences?correctly
e.g.,?She?can?swim
Can?you?swim?
Pre-task preparation 1:
Activity content: enjoy classic animation I can...
Activity objective: Feel the sentence pattern of “I can...”
Operate method: play the animation, listen and sing the song.
Pre-task preparation 2:
Activity content: Elicit the sentence pattern: He can ...
Activity objective: Elicit the sentence pattern: He can ...by
reviewing the content of the song
Pre-task preparation 3:
Activity content: Teacher ask: What can he/she do?
Activity objective: Students answer the question with He/She can...
Operate method: Teacher shows the pictures and Students choose the answers.
While-task procedure 1:
Activity content: Students think and listen to the text.