Zahra Zahra

Teaching Practice 6, Using 'can' for ability
Beginner level


In this lesson, Students are provided the practice of speaking using ''can'' with its positive, negative and question forms including short forms in term of ability. The lesson is based on a TTT approach. They will work on meaning, form and pronunciation. As all the activities will be done in pairs and groups, they will learn collaboratively. In this lesson, students will also learn about using 'can' or 'can't' to describe abilities such as swimming, playing the guitar or singing. First the class is shown a short video in order to get the general idea of the lesson. Then the students do a test so that the teacher can identify the level of their current knowledge on the TL. Then comes the 'Clarification' stage in which the teacher trıes to focus on the pronunciation of 'can' in positive, negative and questions as well as in short answers. There will be a variety of controlled and freer practice afterwards.


Abc Hand out
Abc Audio File
Abc Video File

Main Aims

  • To provide clarification of 'can' for ability in the context of talking about the abilities of people in competitions, to provide controlled practice of 'can' and 'can't' and 'the question form' and also give them the opportunity to have lots of freer practice

Subsidiary Aims

  • Speaking is the sub aim to provide the students with an opportunity to practise the use of the TL
  • To provide fluency and accuracy speaking practice by activities like FSH, Conversation and games in the context of Competition


Lead-in (3-4 minutes) • To set lesson context and engage students.

The students are given a handout including some simple questions and shown a video in which some pumpkins talk about their abilities and disabilities using 'can' and 'can't'. The students are supposed to watch the video (2'39'') and answer the questions on the handout. It is followed by quick whole class feedback.

First Test (Diagnostic) (5-7 minutes) • To test learners current knowledge of and ability to use the language and identify the issues are

The teacher gives the students a handout including a matching exercise followed by some Yes/No questions. Students match the sentences to the pictures and then check their answers with their partners. They answer the questions afterward. They will go on to work in pairs to find out the answers about their friends.

Teach (Clarifying) (8-10 minutes) • To clarify issues learners have with meaning, form and pronunciation

In order to help them learn how to understand, construct and pronounce the target language, the teacher highlights the MFP by eliciting, modelling and drilling. Since they are all familiar with the meaning and also the form of 'can' in different situations, the teacher focuses more on the pronunciation which seems to be the most challenging part. She uses the whiteboard and also the related audio file in the clarification stage.

Controlled practice (5-7 minutes) • To give the students a chance to practice using the target language

The teacher gives the students "Find someone who" HO. - demonstrates on the white board what they should do - Students move around and ask each other with "can" . The teacher monitors and corrects if the mistake is in the TL - After they finish students in pairs talk about the people they have on their HO. ................ can speak English .................. can play the piano. The teacher monitors and corrects if needed.

Freer practice (5-7 minutes) • To give the students a chance to practice using the target language to enhance their fluency along with the accuracy.

In order to have more practice in a fun and interesting way, the teacher provides them with an opportunity to have a competition in the class. She divides them into two groups and asks them if they can do a number of different activities. The winner is the group who achieves more points.

More Freer Practice (4-5 minutes) • To make sure the main aim of the lesson has been achieved and to expose the students with a variety of action verbs.

Dividing the class into two groups, the teacher asks the students to look around the class and find the colored posters. She provides them with CAN/CAN'T cards and asks them to put them ın the correct place on the posters. She monitors the groups and offers help when needed.

Delayed feedback (3-5 minutes) • To highlight the mistakes done by the students.

The teacher writes the mistakes that she noticed with the TL -elicits the correction from the students. She also some good language they used while doing the practices.

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