Speaking:
What Can You Do?
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will practice using can to talk about abilities.
Materials
• Picture flashcards (e.g., running, singing, dancing, swimming, playing guitar)
• A small whiteboard or paper for each student
Preparation
• Prepare and display flashcards of different activities.
• Write model sentences on the board (I can swim. Can you swim?).
Activity Breakdown
1. The teacher holds up a flashcard and says a sentence (I can run. Can you run?).
2. Students respond with Yes, I can or No, I can’t.
3. Students pair up and ask each other questions about abilities.
4. The teacher invites students to share their partners’ abilities with the class (Maria can dance but she can’t swim.).
Instructions
1. Look at the picture.
2. Say I can… or I can’t…
3. Ask your partner, Can you…?
4. Answer Yes, I can or No, I can’t.
5. Tell the class about your partner.
Concept Checking Questions
• “If I say I can swim, do I know how to swim?” (Yes.)
• “If I say I can’t play the guitar, do I know how?” (No.)
Examples
• I can cook.
• He can ride a bike.
Extensions/Varations
• Harder: Students add but for contrast (I can run, but I can’t dance.).
• Easier: Students match pictures to can/can’t statements before speaking.
Error Correction
• The teacher encourages self-correction before modeling correct responses.
Writing:
My Abilities
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write sentences about their own abilities using can and can’t.
Materials
• A worksheet with sentence starters (I can… but I can’t…)
• Example sentences on the board
Preparation
• Prepare a model paragraph about abilities.
• Write example sentences (I can swim, but I can’t ride a bike.).
Activity Breakdown
1. Students complete sentences about their abilities.
2. They write a short paragraph using can and can’t.
3. Students read their sentences to a partner.
Instructions
1. Write I can… but I can’t…
2. Add two more sentences.
3. Check your sentences.
4. Read to your partner.
5. The teacher checks your work.
Concept Checking Questions
• “If I write I can cook, do I know how to cook?” (Yes.)
• “If I write I can’t dance, can I dance well?” (No.)
Examples
• I can play football, but I can’t swim.
• She can draw, but she can’t play the piano.
Extensions/Varations
• Harder: Students add reasons (I can play the guitar because I practice every day.).
• Easier: Students complete a gap-fill before writing independently.
Error Correction
• The teacher underlines errors and asks students to correct them.
Listening:
Can You Do It?
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to sentences and identify abilities.
Materials
• Audio recording or teacher-read sentences
• A worksheet with a checklist of abilities
Preparation
• Prepare a list of simple ability statements (I can sing. I can’t swim.).
• Ensure students understand all activities before listening.
Activity Breakdown
1. Students listen to a speaker talking about their abilities.
2. They tick the activities the speaker can do.
3. Students compare answers with a partner.
4. The teacher checks as a class.
Instructions
1. Listen carefully.
2. Tick the things the speaker can do.
3. Check with your partner.
4. Listen again if needed.
5. The teacher checks answers.
Concept Checking Questions
• “If I tick ‘swimming,’ does the speaker say I can swim or I can’t swim?” (I can swim.)
• “If I don’t tick ‘singing,’ what did the speaker say?” (I can’t sing.)
Examples
• I can play football, but I can’t dance.
• She can speak Spanish, but she can’t cook.
Extensions/Varations
• Harder: Students recall what the speaker can’t do.
• Easier: The teacher pauses between sentences for students to process.
Error Correction
• The teacher plays unclear sentences again for clarification.
Reading:
Who Can Do What?
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read short texts about people’s abilities and match them to names.
Materials
• A worksheet with short descriptions of people’s abilities
• A list of names (e.g., Anna can swim and cook. Tom can dance and sing.)
Preparation
• Write short paragraphs about different people’s abilities.
• Print worksheets with a list of names and activities.
Activity Breakdown
1. Students read the descriptions and underline can and can’t.
2. They match each person to their abilities.
3. Students compare answers with a partner.
Instructions
1. Read the text.
2. Find can and can’t.
3. Match the names to the abilities.
4. Check your answers with a partner.
5. The teacher checks answers.
Concept Checking Questions
• “If Anna can swim, do I match her with swimming?” (Yes.)
• “If Tom can’t play football, do I write ‘football’ for him?” (No.)
Examples
• Anna can ride a bike, but she can’t swim.
• Tom can play the guitar, but he can’t dance.
Extensions/Varations
• Harder: Students write their own descriptions.
• Easier: Students highlight key words before matching.
Error Correction
• The teacher encourages students to explain their matches before revealing answers.