Gizem Seref Gizem Seref

Abilities Lesson
Elementary, A2 level


In this lesson, the students will learn to tell about their abilities with using "can, can't". First they will have VT session so that they are familiarized with the vocabulary which will be used. Secondly, the students will be given a worksheet where they need to match the pictures with the abilities of the objects in the pictures. Then students will be given some other pictures and are required to write their abilities and inabilities. At the end the students will try to find the the objects from the abilities and the inabilities written by the student.


Main Aims

  • To provide clarification and practice of language used for abilities and inabilities in the context of the electronical devices in daily life

Subsidiary Aims

  • The students will improve their four skills while they practice for abilities.


Stage 1 (Lead In) (0-5 minutes) • To make the students familiarized with the vocabulary used in the next activities.

1. The T greets the students and hangs the pictures of electronic devices on the board. 2. The T gives the instruction. "With your group, try to write down the names of the electronic devices. You have two minutes." 3. When the students complete the task, the t gives numbers (1, 2, 3, 4) to each student and asks; "who has 3? Raise your hands." 4. When the ss raise their hands the T gives the next staged instruction; "Come to the board and write the names of the devices, please." 5. For the feedback part the T, sticks the names of the devices above the pictures and opens the papers one by one.

Stage 2 (While Task) (0-15 minutes) • To integrate the students to the subject "abilities"

1. The T does chesting before she gives the instruction. 2. The T gives the instruction. "Match the pictures with the riddles individually. You have 10 minutes." 3. The T gives out the worksheet. 4. When the students are solving the riddles, the T writes the riddles on the board. 5. When the time is up, the T notifies the ss and holds the feedback session. She elicits answers from the students and writes them on the board.

Stage 3 (Post Task) (0-20 minutes) • To make the students able to produce their own sentences on the abilities subject

1. The T puts students in pairs. 2. The T demonstrates the activity. (She gets a handout and writes what the students should write on the board.) 3. The T mentions that the students should use can, can't and writes it on the board. 3. The T gives the time. "You have 10 minutes." 4. The T gives out the hand outs. 5. When the students do the activity, the T writes the rules of the next activity to board. * You can ask 5 questions. * You have 2 minutes for each pair. * After the questions, they can say the riddle. 6. The T demonstrates the last activity and the rules of it with the example hand out she used before.

Revision (0-5 minutes) • To find out the top three of the lesson

1. The T asks the students: "What did you like the most?" 2. She receives answers and writes them on the board. 3. Then voting for the top three starts and the class chooses the top three of the lesson.

Web site designed by: Nikue