The teacher begins the lesson by showing photos of participants in talent shows, including some short “Got Talent” video clips where the participants’ talents are not immediately visible. She asks guided questions such as, “What do you think this person can do?” and “What activities do they do in their free time?” to elicit predictions from the students. Using ICQs, she ensures students understand the task, asking whether they should guess or write answers and whether they will work individually or in pairs. Students then discuss their guesses in pairs, and the teacher selects a few pairs to share their ideas with the class.

The teacher provides each group with a worksheet containing a list of verb phrases from the book (e.g., go to the gym, play football, watch TV, listen to music, draw, etc.) along with photos and names of talent show participants. Students first work in groups to match the words to the activities, ensuring they understand the meaning of each verb phrase. Once the matching is complete, students guess which of these activities each participant might do in their free time, based on what they think their talent suggests. For example, a student might guess, “Emily can sing, so maybe she listens to music or plays the piano in her free time,” or “Alex is an acrobat, so maybe he goes to the gym.”

After completing the vocabulary guesses, students say three to five sentences per person about each participant and the things they can do well , once the sentences are ready, the teacher plays short video clips showing the actual talents of the participants. Groups compare their guesses with the real performances, discussing and checking which sentences were correct. The group whose guesses are most accurate is recognized as the winner.

the teacher introduces a short game called “Photo Prediction Challenge” to engage students and activate their prior knowledge. The four photos from Amy’s audition are displayed on the board, and each group receives a set of action cards or sticky notes with phrases such as standing in the queue, being nervous, taking the audition, clapping, waiting, or performing. Students have one minute per photo to decide which two actions they think Amy is doing and place the corresponding cards next to the photo or write them on the printed images. The teacher uses ICQs to ensure students understand the task, asking, “Do we choose one or two actions per photo?” and “Do we discuss before placing labels?” This short, competitive game encourages vocabulary recall, prediction, and group discussion, and points can be awarded later based on correct predictions

Students work in groups with the four photos from Amy’s audition. Their task is to listen carefully and label each photo with all relevant keywords they hear in the audio. Once labeling is complete, the class moves to the question-answer phase: each person is randomly assigned one question about the audition, using a tool like picker wheel to ensure randomness. Groups must use the keywords they labeled to answer the question correctly on their worksheet. While presenting their answers, others students check whether their predictions and labels match the information in the audio and check their answers.

Each group is given nine stars to distribute among the performers as they listen. They must decide how many stars to give each singer, but they cannot exceed their total of nine, forcing them to make careful choices. After listening, students choose one winner they think deserves the most stars. Once everyone has voted, students find classmates who chose the same winner and form small discussion groups. For one minute, they discuss why they liked that performer, their taste in music, and reasons for giving stars, using like can/can’t and vocabulary from the lesson. The teacher circulates, monitoring language use, encouraging discussion, and providing support.

As the judges give their opinions, students react in real time: showing a thumbs up if they agree or a thumbs down if they disagree. After listening to all comments, each group selects one student to role-play as a judge. That student must express their own opinion about the performer, using the judge’s phrases and their own words in pairs .

As the judges give their opinions, students react in real time: showing a thumbs up if they agree or a thumbs down if they disagree. After listening to all comments, each group selects one student to role-play as a judge. That student must express their own opinion about the performer, using the judge’s phrases and their own words in pairs .

students work in pairs, with each student choosing one performer from the audition. The task is a timed debate: the first student has 30 seconds to say as many sentences as possible about their performer, using vocabulary and can/can’t phrases learned during the lesson (e.g., “Amy can sing, but she can’t dance,” or “She can perform confidently on stage”). The partner counts the number of complete sentences. When the 30 seconds are over, roles switch, and the second student has their 30 seconds to present about their performer while the first student counts.At the end, the pair compares the number of sentences, and the student who produced more accurate, relevant sentences is the winner. Students are encouraged to justify their sentences, add adjectives or extra details, and refer to their notes from the listening stages. The teacher circulates to monitor language use, provide feedback, and ensure fair timing.

The teacher begins with the test phase using the matching questions from the book to see what students already know about can/can’t. Students work in pairs or small groups to match sentences to their meanings, discussing and comparing their ideas. To make it more engaging and visual, the teacher brings in memes or funny images representing different actions, abilities, or permissions, and asks students to match the memes with the correct sentences. After matching, students create short sentences for each meme using can/can’t. To add a game element, the teacher turns it into a “Sentence Race”, where pairs write as many correct sentences as possible within a time limit about those memes with different meanings of can and can’t.

teacher starts by playing the audio from the book, allowing students to listen carefully to the sentences with can/can’t, focusing on sentence stress and rhythm. First, the teacher models a drill: students repeat the sentences chorally, copying the stress on the content words (e.g., “He can sing, but he can’t dance”), and then individually, with the teacher providing feedback on intonation and emphasis. To make it more interactive and engaging, the teacher introduces a “Rhythm Relay” game: students work in pairs or small groups, and one student says a sentence from memory with correct stress and rhythm while the partner claps, taps, or steps along to the rhythm. If the rhythm or stress is correct, the pair scores a point. After a few sentences, students switch roles, racing against time to see which pair can correctly pronounce and rhythmically perform the most sentences.

Students first complete the survey individually, answering questions about their own talents and abilities using can/can’t. Once everyone has filled in their answers, the teacher instructs students to walk around the classroom and find three classmates who have similar answers to theirs. Students discuss briefly with each classmate to confirm the similarities. At the end of the activity, each student shares with the whole class who they found to be similar to them and why, speaking for about one minute. This activity encourages peer interaction, speaking fluency, and use of target vocabulary in a meaningful context, while also promoting movement and engagement in the classroom. Interaction is primarily S-S in pairs and small groups, with T-S for monitoring and support.

the teacher asks students to reflect briefly on what they learned and write a quick exit ticket. Each student writes one thing they learned about using can/can’t, one new word or phrase they practiced, and one thing they enjoyed about the activities. Students then hand in their exit tickets as they leave.