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Using (Can) for ability and possibility
Elementary A1- A2 level


In this lesson, students practise using the modal verb (Can/Can't) after presenting the meaning, form and pronunciation through the context of travelling.The lesson starts by a discussion about what can do if you have to wait for long hours at the airport. the students read a forum about possible activities that one can do to pass waiting time and see whether the ideas mentioned match their own solutions or not. The teacher elicits what was common then chooses a sentence as a marker sentence to present the MFP. This is followed by a control practice (Ex 1a) , peer checking , and then they listen to check their answers. As a freer practice, in pairs , Ss generate a dialogue (asking and talking) about their personal abilities and possibilities using TL in a much freer manner.


Abc Pictures, word cards, worksheet, white board, markers, tac

Main Aims

  • To practise (CAN) for ability and possibility in the context of Hong Kong

Subsidiary Aims

  • To practice reading for specific information


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T shows some pictures of Hong Kong/ airports to elicit the place. (DONOT ECHOE) T asks sts if they would like to visit Hong Kong & reasons for that to personalize the subject T tells the Sts that they have to imagine that they had to wait for hours for their plane to arrive and think of possible ways to pass waiting time. T gives sts 1 min to think of suggestions.Then discuss their answers in pairs

Pre-teach Vocab • to teach new vocabulary items that might block understanding of the reading text

T shows a pic. asnd try to elicit the new words from sts. ( if failed, provides the word herself) T asks CCQs to check understanding of meaning. T models and drills correct pronunciation. T shows the word written on a word card T asks sts for word class (form) ( see attached lexical analysis sheet for more details.)

Reading for specific information (5-7 minutes) • To scan text for specific info. and to provide context for the target language through a text or situation

Sts read the text individually on the handout to find out which of their ideas from Ex 1a are mentioned in the text. T discusses their answers orally.

Highlighting (2-3 minutes) • To draw students' attention to the target language

Elicit from students some of the ideas that are possible to be done and others that are not possible (allowed) to do while waiting in Hong-Kong International Airport to get the marker sentence for the grammar point's presentation. ' You can go shopping." 'You can't smoke.'

presentation (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T presents the MFP of the TL. T elicits meaning then asks CCQs to check understanding. (if problems aroused, T gives more examples & asks more CCQs. T asks Sts to help annotate the MS. T asks Qs to help deduce the form and double check understanding for form by asking CCQs. T models the pronunciation, highlight areas of difficulty ( weak form of can/ can't and the intonation of the question form) T asks Sts to chorally drill the sentences x3 then individually. See attached language analysis sheet for more details.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Sts individually answer Ex 1a Sts complete the sentences about HKIA with can/can't (Peer feedback)Sts check their answers in pairs. (class feedback)Sts listen to audio to check their answers

Free Practice (8-10 minutes) • To provide students with free practice of the target language

in pairs, sts make a mini-dialogue ( Q&A) about the things you can possibly when visit a new country or place. T asks sts to expand the conversation by asking Wh- questions. (IF NEEDED!) T writes some transport vocabulary from p 42 on the board to help sts extend their conversation. T monitors and takes notes for PACs

PACS (1-2 minutes) • comment on sts' TL production

T writes common mistakes (ONLY RELATED TO THE TL BEEN TAUGHT) on the board. T asks sts to spot the mistake and elicits answers.

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