Mariia Otriazhaia Mariia Otriazhaia

Can for ability
Beginner (A1) level


In this lesson, SS will be familiarized with the modal verb can in the context of things people can do


Main Aims

  • To provide clarification and practice of modal verb can for abilities in the context of what people can and can't do

Subsidiary Aims

  • To provide accuracy speaking practice in a dialogue in the context of general abiblities
  • To provide gist and specific information listening practice using a text about what Oliver can do in the context of general abilities


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. T mimics an action from the card 2. Ss guess the word 3. SS continue show the words to each other and guessing them

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1. T. shows a picture of Oliver and Dominique and asks SS who are the people? Is Oliver a typical boy? and why? 2. Ss talk in pair and give some ideas as WC FB 3. SS listen for the firs time the audio and answer the questions 4. T elicits from the ss why they think Oliver is a typical boy and then gives HO with pictures 5. SS listen for the second time and tick the answers about Oliver what he can do and can't 6. SS compare their answers in pairs and then WC feedback

Highlighting (5-9 minutes) • To draw students' attention to the target language

1. T gives copies of the typescript to the Ss and ask to look at the text and complete the table. 2. SS complete the table, compare in pairs. 3. T shows the answers on the board

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

1. T points on the pictures on the board and ask CCQs Does he know how to use a computer? (yes) Does he need any help? (maybe, but not necessary) So, Can he use a computer? Yes, he can 2. T highlights the form on the board 3. T drills and marks the aspects of pronunciation 4. T uses different verbs to drill the sentences and ask SS to ask questions to each other 5. SS listen to audio and try to differentiate the sounds

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T. writes 4 sentences about herself: I can't play the guitar I can't speak French I can stand on my head One of the sentences is not true. SS discuss in small groups and decide which sentence is fall. 2. SS first write individually, repeat work in pairs the same way.

Semi-Controlled / Freer Practice (8-10 minutes) • To concept check further and prepare students for free practice

1. SS get the pair task to role play a tuorist and a local citizen. 2. SS work in pairs 3. After whole class feedback: some pairs show a dialog.

Error correction (3-6 minutes) • To provide students with free practice of the target language

1. T writes some sentences with Ss mistakes on the board and provides peer correction.

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