“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 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.
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.