Aims: ‘Can’ to express ability

Level: Elementary

Target Language: I can + verb, I can’t + verb, Can you...?

Analysis: The modal verb "can" is easy for learners, the concept is simple and there are no inflections. Pronunciation, however, can cause some difficulties, in some parts of the UK, the positive (indicative) and question forms (interrogative), the vowel sound is unstressed /∂/, in the negative the vowel is lengthened as in "car", and in the short answers the modal is stressed, as in "can" of beans. You will therefore need to drill for pronunciation if appropriate to your accent.

Preparation. Think of ways to elicit a sentence "I can't...", Next think up a list of about 10 everyday activities that depend on ability or skill, to generate lots of practice. You might like to draw little pictures to represent these - there are lots of ideas in the book.

Lead in

1. Use your pictures or mime to elicit all the activities e.g. swim, ride a horse, drive etc. Assume that the students know most of them from earlier lessons. Make sure they are on the board as words or pictures for the next stage.

Presentation

2. Elicit "I can..." Drill this using some of the verbs. Elicit "I can't...". and drill again. Highlight the sound change, using the board.

3. Elicit the question form, and drill this with short answers. (Yes, I can, No, I can’t)

4. Put the form on the board of everything you have elicited so far on the board.

Controlled practice

4. Conduct a controlled question and answer drill around the class e.g. "Mary ask George" (teacher points to an action).

5. Move into pair work. Students ask and answer questions from the board. Get students to note down their partner's answers.

6. Feedback

Free practice

7. Get SS to write down some unusual things they can do.

8. Set up milling activity e.g. "Find someone who can do some of the things on your list." There is ample scope for reporting back on this activity e.g. "Mary can't play the guitar, but she can play the violin".