The T shows the picture with different actions to students and gives the task to match these pictures with their definitions. One picture is given as an example. The students get hand-outs and start doing the task. The students do matching in pairs and then they check their answers with the Answer key. In case, students don't know some words, the T will clarify the meaning. Then the T drills the pronunciation of these words and phrases.

The T shows an example first and asks CCQ : what do I do? mime. Do I say anything? no. Do I show? Yes. Then she gives out the set of small cards with 10 words and phrases to each pair. The T asks ICQs: Do you mime or say? mime .The students in turn are asked to mime the activities from the previous task in pairs. Their partners guess the activity. The T monitors the students to be sure that students know the meaning of these words and can pronounce them correctly.

The T puts a mark "+" under the picture "play the piano". She draws a girl on the WB and points at her and the picture and asks students to guess what they might mean. "She can play the piano". The T writes this sentence on the WB. Then the T draws two or three people on the WB and points at them and the picture "ski' with "+" mark. The T elicits the answer: 'They can ski" and writes this sentence on the WB. The same procedure with negative sentences: pointing at herself the T writes: I can't swim. And the T can show the picture with people and hieroglyphs and pointing at the whole class: "We can't speak Chinese".

The T elicits the meaning of the sentences using gestures and miming and asking CCQs: "She can play the piano" and "They can ski". The T highlights the meaning that we use 'can' or 'can't' to talk about ability. And then the T writes the word order in positive sentences. The same procedure with negative sentences: 'I can't swim" and 'We can't speak Chinese". And then the T writes the word order in negative sentences. After the forms are introduced, the T works on the pronunciation. The students listen to the recording, pg.113, G 7.2 of the SB. paying attention to sentence stress and intonation.

First the T changes the pairs. In pairs the students are given the task to put the words into the correct order to make sentences. The T shows an example: 'play, can, the, I, guitar" - 'I can play the quitar". ICQ: Do you write or speak? write. She gives them the hand-outs with the task. After they have finished making the sentences, the T plays the recording to check their answers. The students repeat the sentences. The T monitors the students and in case there are some errors, she makes some error correction.

The students are given the task to fill in the questionnaire: "My English". The T gives an example first. They look at the phrases in the box and put a tick (✔) if they can do it in English. ICQ: do you answer about yourself? = Yes. How do you answer? put a tick. When they finish, they exchange their answers with the partners and tell other students what she or he can do in English.

The T writes some sentences on the WB and elicits students to correct them if they are wrong: 1. I don't can drive. 2) She can't to sing. 3) He cans speak German. 4) They can speak English and Turkish. The students correct the wrong sentences.