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I can do that, Can / Can't
Beginners level


Main Aims

  • We are focusing on one the receptive skills which is listening. The listening is the source of the model sentences used to pratise using can and can't in the context of ability and inability.

Subsidiary Aims

  • To provide a practice of: writing sentences using can / can't in the context of ability and inability.


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

-Show students three pictures (related to the previous lesson: Pilot, Athlete, Schoolboy). -Ask students what can these peolpe do?

Pre-Listening (Pre- teach Vocabulary) (5-8 minutes) • To prepare students for the text and make it accessible

In this part I am going to pre-teach the following words: *Bit ( I am going to use chocolate to show that a bit means a small piece) *CCQs: Is it a big piece? Does it mean all of the chocolate? *Fantastic ( I am going to ask one of the girls to stand up and I am going to use the following sentence: ("Name of the student " you look fantastic in your dress today / in this shirt... and explain that it means very good). *CCQs: Is it positive or negative? Is it really positive or a bit positive? *Cake: I will show the students a picture of a cake.

While-Listening 1 (10-10 minutes) • To provide students with less challenging gist and specific information reading tasks

- Show the students Dominique and Oliver picture, -Tell students they will listen to a conversation between Dominique and Oliver, -Ask students to listen and tick the correct answer (there is only one correct answer) -ICQS: *Are you going to listen or read? *Are you just going to read or read and answer? * How many correct answers do we have? -Peer check, -FB.

While-Listening 2 (12-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

First Part: -The students will have the text and they will listen to the conversation again, -Ask the students to : *Read and listen to the conversation, *Complete the conversation: Circle can or can't. *ICQs: Are you going just read or read and listen? What are you going to do next? (If they didn't answer , I will explain again) *Peer check, *FB (Give each student 2cards can/ can't Students will raise the card instead of saying the answer) Second Part: -Drill "I can run fast" -replace I with they and after he and drill : He can run fast -Drill "

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Students will do this activity in groups of three. -Ask students to write three sentences using can/can't. -ICQs: *Are you going to just say the sentences or write the sentences? *Are you going to use only can or can't and can't? *Are you going to work alone or in groups? (Monitor during the writing phase and take notes) -Pick 1 sentence from each group and ask them to chose one student to mime it, the other two groups have to guess the sentence. -ICQs: -Delayed errors' correction.

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