Can you recycle vocabulary with your students?
Can you practice pronunciation using various
techniques?
Can you lower your Teacher Talk Time if necessary?
Can you lower your Teacher Talk Time if necessary?
Can you use at least ten different activities based on
pictures and images?
Can you help students get rid of those terrible
fossilized mistakes?
Can you bring poems and creative writing tasks to your
students?
Can you break the ice at the beginning of the course?
Can you build on trust and rapport with your students?
Can you use different short activities to warm your
students or practise vocabulary?
Can you teach phrasal verbs, idioms and collocations?
Can you use L1/L2 effectively?
Can you incorporate homophones into your lessons?
Can you name at least three types of dictation
activities?
Can
you switch off your autopilot every lesson and break the routine?
YES, you CAN do most of these THINGS with ease and
grace!
*And if not, please, look back at our past TTC topics to
learn more :)
Let´s focus today on the “CanDo” statements
which can be commonly found in your course books (both at the beginning of a
unit or at its very end), in English portfolios and other study and resource
materials.
Can you answer these “CanDo” questions?
Do you do these activities with your students or do
you tend to skip them? Why?
Are students ready for these activities? Do they enjoy
them?
Are they good at completing the tasks?
If you were in the shoes of a language student, would
you be keen on these activities? Why/Why not? Have you ever tried them in the
role of a student?
Do they understand what is the purpose of these
activities and what are their benefits?
When do you use these activities?
How do you use them?
Do you combine them with the unit? How?
How do you use them?
Do you combine them with the unit? How?
Can you prepare them if they are not part of your
course book?
Can do statements may help us become aware of the
goals of the ready-made material we are using and plan our weekly lessons
accordingly. They can help us focus
less on grammar and vocabulary (such as we will learn how to use present
perfect) and move with ease to communicative competence (we will learn how to
talk about your life experience).
They can help us develop more independent learners
who can set SMART learning aims. We can help them change the learning needs
and wants from the unhealthy demotivating “I want to speak English fluently” to
more realistic and valuable aims such as “I want to be able to answer a phone
call in English and leave a message on the phone”.
They can help students to reflect on what they have
learnt and how well they have learnt it. They can make decisions for
themselves on how to learn (outside the classroom).
Here are some activities I do in my classes:
Students work in groups. They choose one of the CanDos
and prepare a revision activity, an informal test or a quiz for their
colleagues. Then they swap the task with another group and do the tasks.
I use material (activities, exercises, tasks) from a
different course book to help students decide if they “can do” the task in
English.
I ask them to reflect on the unit we have just covered
and prepare a list of can do statements themselves.
I ask them to mingle in the class and Find someone who
…. (can talk about their family). Then we do some of the activities in the
class.
I label two or three corners of the classroom with
posters: Yes, I can. – Yes, more or less. – I need to work on it more.
Students move around the classroom to one of the
corners while I read out the can do statements. They have 30 seconds to share
their experience, knowledge, ask their colleagues in their group.
Source:
Can you use Can you … statements with your students :)? Let us know.
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