Page 47 - ELG2102 Feb Issue 474

REVIEWS & RESOURCES

Real-world example

Here is an example of how I have used can-do statements in a face-to-face classroom lesson with a monolingual class of adults
studying at pre-intermediate level. I started my lesson presenting the topic with a small brainstorm about clothes with vocabulary
they already knew.
After the presentation stage, when the feedback was done, I introduced the can-do statements in the top right corner of the
whiteboard. I allowed a bit of time for my students to read them and copy them onto the special can-do statement forms. In this
case the list of statements were:
I can:
• Explain where objects are in a room.
• Say what people in my class are wearing.
• Describe a picture/painting.
I then started the class, making sure all the aspects from the statements were in the lesson and that students touched on each of
these points. After the personalised production stage, we assessed what they had just done and what new knowledge they had
just acquired.
I then highlighted the can-do statements again and asked students to tick the boxes next to the statements. Make sure you
never forget this stage as it is one of the most important moments in the lesson, providing the students with time to re!ect on
what was covered and how well they feel they have achieved each goal.

Can-do statements

I can: I can:
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I can: I can:
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I can: I can:
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