Nourhan Muhamed Nourhan Muhamed

TP5 - Grammar
Elementary level


in this lesson, students will know the difference between can and can't for ability and possibility.


Abc New Cutting Edge Elementary Book
Abc Teacher made-Handout

Main Aims

  • To provide clarification and practice of can and can't for possibility in the context of transportation

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of transportation
  • To provide specific information and detailed listening practice using a text about ways of transport in the context of transportation


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

To start , ask the students if they want to travel on a holiday to Alex , what the possible ways to get there are. Make sure that they use can \ can't to describe their answers.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Tell the students to focus on the photos in ex.1 and read the text about Karen. Ask them, "where is she?" "where does she want to go? ". After that, ask them to read about the four ways to get to the JFK airport. Then, ask them to complete the table. Monitor them to look for mistakes, then give them feedback. Now, let them work in pairs, and decide the best way for Karen to go to the airport.

Highlighting and Clarification (8-10 minutes) • To pay attention and clarify the meaning, form of the target language

Now, ask the students to read the four paragraphs again and underline the sentences that are possible for Karen to get to the airport. the sentences are : ''you can take a bus , she can't take a taxi'' so, they will notice that they use can for possible ways and can't for impossible ways. Then I will write these sentences on the board and elicit the negative and question forms from them. After that, ask the students to complete the table of Grammar ex. Monitor them then give them feedback.

Drilling (1-3 minutes) • To check pronunciation

After writing the three sentences on the board, let the students listen to the pronunciation of each sentence, then let them repeat them. Ask them where the stress is. Then, make the students repeat the sentences many times to be more confident .

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

In ex.1, The students will listen to a track about Gina. She is asking about things that she can or can't do in New York. The students listen and mark the sentences : if you can do this , if you can't , if it depends. Monitor them to look for mistakes , then give them feedback. Then, in ex.2, ask them to work in pairs, to ask and answer about the things in the last ex.

Free Practice (2-3 minutes) • To provide students with free practice of the target language

Now, Ask the students to read the examples in ex.3 carefully. Then ask them to write 8 sentences about things they can and can't in their city. Let them work in pairs to check answers together.

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