Anastasiya Anastasiya

Past and present abilities
B1 level


In the lesson, students are going to talk about their present and past abilities using modal verbs: able to, can, could and manage to.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson, students will have learnt and practices using modal verbs can, could, be able to and manage to in the context of their past and present abilities.

Subsidiary Aims

  • To provide gist listening about past and present abilities in the context of Olympic Games
  • To provide fluency speaking practice in a conversation in the context of past and present abilities


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

T presents questions on the slide: What were you good at when you were a child/student? Are you still good at it? T provides an example of her own before giving the word to students. T nominates if students stay silent.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T tells students a more detailed story about her past abilities. T conveys the story with pictures and asks a gist question: Was I lucky? Ss listen and answer the question.

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

T presents the text of the story with highlighted target grammar about past and present abilities. T tells students that they are going to talk today about present and past abilities.

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

T sets a task to answer the questions individually. T sends a link to google doc T then puts students in pairs to discuss the answers.

Feedback (2-2 minutes) • To allow students to check their answers

T then presents the answers on the slide and asks students if they have any questions. If needed, T clarifies some questions for the students.

Clarification (5-5 minutes) • To clarify the pronunciation of target language

T presents the target language on the slide and asks students to identify the stress. T models and drill pronunciation chorally and individually.

Controlled Practice (5-5 minutes) • To concept check and prepare students for more meaningful practice

T shows the task on the slide and asks students to complete the task with target grammar. T does a demo for the first sentence. Students work in pairs.

Feedback (1-1 minutes) • To allow students to check their answers

T shows a slide with the answers. T asks if students have some questions.

Free Practice (5-5 minutes) • To provide students with free practice of the target language

T shows students pictures of different activities and asks them to discuss in pairs if they can/could or were able to do these activities.

Feedback (2-3 minutes) • To provide an opportunity to develop accuracy

T asks about students' answers and presents some good and bad language on the board. students should correct bad examples.

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