Boutheyna Boutheyna

Talents - Can for Ability and Inability


In this lesson students will be given the opportunity to practice their listening skills through a conversation in the context of 'Talents'. The Listening practice is followed by a Grammar guided discovery activity paving the way for a better understanding of the lesson's sub aim which is centered on using 'can to express ability and inability'.


Abc Audio clip ,
Abc Reading for detail Handout
Abc America's got talent video
Abc Find someone who handout

Main Aims

  • By the end of the lesson, students will have practiced their listening for gist and detailed comprehension in the context of ' talents'.

Subsidiary Aims

  • By the end of the lesson, students will be able to use 'can' to express ability and inability properly.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

Students will watch a short clip about a young girl entering a talent contest of a famous TV show called 'America's got talent'. The video serves as a perfect lead in to the 'while listening' stage since its main idea is highly connected to the general idea of the listening . Ask students if they remember the girl's name. ( Anne) What can Anne do? (She can sing really well and she can play the piano) what do we call these? (Talents) Ask students CCQs to avoid flying with the fastest : Are talents things that we can't do? No Are talents things that we're good at? yes Ask Ss to work in pairs and talk about their or someone they know's talents. WC feedback , Ss report to the rest of the class about what their partner has told them.

While-Listening #1 (3-5 minutes) • To provide students with the opportunity to practice listening for gist.

Students listen to a conversation between Kayla and Philip discussing the possibility of entering a talent contest. I assume that after the lead-in activity students would be familiar with most of the listening practice's vocabulary. Write three ideas on the board. 1- School play 2-A talent show 3-A drama club Ss listen and choose one of them as the main idea of the conversation between Kayla and Philip. Ss check their answers with their partners. WC feedback.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging listening task to practice their listening for detailed comprehension skills.

Provide Ss with the 'Listening for detail' handout. Students are required to work individually and answer the detailed comprehension questions. Play the audio. ( play again if needed) Divide Ss into groups of 4 or 5 , students check their answers in groups and then a representative of each grou has to run to the other room and get the correct answers and report tohis group. (Running dictation FB method).

Post-Listening (10-15 minutes) • To introduce the students to the use of the model verb 'can' to express ability and inabilty.

Write a marker sentence from the listening activity on the board: Philip can play the piano Clarify the meaning and the form of the target language ask CCQ's to ensure a better understanding of the TL such as: Is playing the piano hard for philip thing to do? No Does philip like palying the piano? yes Is philip good at playing the piano? yes Controlled Practice : Ss will be provided with a handout ' find someone who' and explain that they have to mingle and find and write the names of their classmates who can do the things that are on the HO. WC feedback

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