I show students a picture of (swim) and elicit the word from them. Then I put the picture and the word together on the board to model the matching exercise. I put students in pairs and ask them to match the pictures to the right words. I set a time limit of two minutes.I'll be monitoring to see what words they are struggling with. If they found a difficult word, I encourage them to TRY to answer. After they finish, I check every pair quickly to see how well they know the words and what words they don't know about.. I check the words with the whole class by putting the cards on the board and eliciting the words. I focus on pronunciation of the words by drilling (choral and individual)

I show students a powerpoint picture of a boy who seems to be a good swimmer. I tell them " He can swim?" or "He can't swim?". I elicit the sentence from them. "He can swim". I do that with some other photos and elicit the sentences from them (using can and can't). I write two sentences that I elicited from students on the board. I put a "smiley" face above can sentence and "sad" face above can't sentence to help them know the meaning.

I start to analyse the sentences with students. I start with the positive sentence and elicit the form from them. Then I focus on the negative sentence and elicit the form from students. I draw their attention that we use verb 1 after "can" or "can't". And if they don't know what verb1 means I'll claify it by askin CCQS. For Example " Do I add -s (swims)?" no, "Do I add -ing(swmming)"? no. I read a sentence to the studens and show them the difference between can and can't in sentences. I drill two sentences with them. I use (individual, choral and backchaining drilling). Then I ask them to listen to the recording and drill the sentences they hear.

I show students the activity and model the first one to help them know what to do. I put students in pairs and ask them to fill in the gaps using (can or can't) and the above verbs. I set a time limit of two minutes. I'll be monitoring them while they are worknig. After they finish, I use WCFB. I ask students if they agree with the answer or not and correct any mistake.

I ask students to write four sentences about themselves, their friends, family. They should use can and can't. I write a sentence on the board as an example to help them know what to do. I set a time limit of three minutes and tell them they should work a lone. I'll be monitoring to see if there's any problem.I put them in pairs and ask them to talk about what they wrote. or I elicit the sentences from students as a WCFB.

I ask a student a question (can you cook?), I elicit the answer from him/her. i do the same with some other students and ask different questions like "can Nouran swim?", "can Tofan play football?". I do that just to elicit different answers with different subjects. I write some of the questions and and answers on the board. I focus on the form and elicit it from them. I focus on pronunciation by drilling these questions and short answers with them.For further practice I ask them to listen to the recording and drill.

I tell students they should form a question and write two short answers one with can and the other with can't. i give them an example on the board to make it easy for them. I put them in pairs and set a time limit of three minutes. while they're working, I'll be monitoring them and help if needed. after they finish, I check the answers with the whole class and correct any mistakes with them.

I show the students the handouts and introduce Ella and Daniel. I tell them they should ask and answer questions about them and tick if the answer is 'yes' and cross if the answer is 'no'. I model the exercise with a student to make the exercise clear for them. I put students in pairs and set a time limit of 4 minutes. While they're working, I'll be monitoring them and try to write down their mistakes. After they finish, I check with the whole class to make sure they had the right answers and correct any errors with them.