Nisrine Yusuf Nisrine Yusuf

‎“I believe I can Fly,” by R. Kelly
Pre-Intermediate level


Abc Gap-fill handout
Abc Comprehension handout

Main Aims

  • 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."

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of personal abilities and achievements.
  • To provide listening practice using an enthusiastic song full of positive emotions in the context of personal abilities and achievements.


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

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.

Exposure (15-20 minutes) • To provide context for the target language through a text or situation

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.‎

Highlighting (4-5 minutes) • To draw students' attention to the target language

T asks Ss to listen again to the song and underline the can or could every time they hear ‎it. ‎

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

‎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.‎

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

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.

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

‎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.‎

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

‎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.‎

Closure (3-5 minutes) • To help students organize the information in a meaningful context, and end the class with a lasting impression.

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.‎

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