Ulkem Yilmaz Ulkem Yilmaz

Modals (can/able to)
Grade 6 level


Main Aims

  • To provide clarification of modals of ability (can/able to) in the context of talents.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of abilities.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

The teacher will show the students some pictures that show artistic abilities and ask questions about what they see in the picture, if they have the same talent, if not what can they do instead. Introduce the target language can and able to by using them when talking about the pictures. can and able to are used for possibilites, asking for something, abilities. Ability: to have a talent. Talent: You can gain a talent by practising something over a long period of time or you can have a natural born talent for something.

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

Students will be given a short text, they will read the dialogue and circle the target language. Then we will discuss the dialogue and the usage of modals with the whole classroom, then they will complete the rule in the box by themselves looking at the text again

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

After the students find the form by themselves, we will check the answer key and read the text again. Students will read each dialogue in pairs out loud in the classroom and we'll work on the pronunciation together.

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

Students will do a short fill in the blanks test then they will check their answers within small groups and discuss each others answers. After that we will check the answers with the whole class.

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

Students will work on speaking the target language with a given work-sheet. They will work in pairs and try to guess their partner's abilities according to the given test. They will check their answers afterwards and they will tick the boxes for each correct answer. The student who gets the most correct answer is the winner. The winner student then come to the front of the class and tell the other students about their partner. Example: I talked with Sevil. She can remember the teacher's full name but she can't snowboard.

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