“I believe I can Fly,” by R. Kelly
To provide clarification of language used for talking about someone's skill or general abilities in the context of the enthusiastic song "I Believe I can Fly."
To provide listening practice using an enthusiastic song full of positive emotions in the context of personal abilities and achievements.
To provide fluency speaking practice in a conversation in the context of personal abilities and achievements.
Procedure (57-75 minutes)
T displays some funny pictures of flying men/ women. T asks Ss some warming questions: "Have you ever imagined yourselves flying? How did you feel? Do you think that you can really fly? Why? etc.
T asks Ss about the song " I Believe I Can Fly." T asks Ss to listen and watch the video of the song. T asks SS to work in small groups, and tell each other how they felt, listening to the song. T gives SS a gap-fill handout of the song’s lyrics to complete while they are listening to the song again. T asks SS to do peer checks.
T asks Ss to listen again to the song and underline the can or could every time they hear it.
T uses the underlined structures to elicit the meaning, form, and pronunciation of the model verbs "can and could." Ex. T checks Ss’s understanding by CCQs.
T gives Ss a worksheet of a comprehension passage, focusing on the target language, and asks them to choose the correct answer from the questions given on the passage.
T asks SS to make a list of things they can do and a list of things they can’t do. T asks SS to work in pairs, exchange their lists, and ask each other about the thing they wrote in their lists.
T asks SS to think and write about a difficult problem that they had in their life, and how they overcame it. T divides SS into small groups and asks them to share their story in their group.
T checks the Los with Ss to make sure that they understand the major points. Finally, T plays the song again and asks Ss to sing along with it.