This is a 2-3 day lesson on CAN and CAN'T for ability. Preview images show some pictures not aligned with text, but they are in the download. :)
Day 1: Students start with animated notes on can and can’t. Students then do the writing practice on slide 5, either alone or in partners (this is why they are color coded if you wanted 4 different groups to share out). Students then watch the video on slide 6 for some listening and speaking practice and finish with the questions on slide 7.
Day 2: Today's focus is listening and speaking. First, students match vocabulary to pictures. If you want them to speak without a word bank, that is available also. I usually will model the first 4 pictures, choosing a student and asking, “Can you ____?” After the students answers, I ask the class, “Can he ____?” This makes them listen as well as gets them speaking. After I model this, I turn the class over to a student. They ask 1 or 2 students, “Can you____?” After the student answers, they ask the class, “Can he ____?”
Slides 11-14 are for a BINGO game. Students get the template and write out the answer choices in any order that are found on slide 12. Then the teacher projects or shows the pictures and students cover up the corresponding ability or inability. This activity is good if you are teaching CAN before simple present and students still need to practice or learn basic action verbs.
Day 3: The focus is speaking and writing. In pairs, I have them ask questions on slide 16. I usually tell them that partner #1 has to ask about Han, Abdul and Bao. Partner #2 has to ask about Diego, Alex, and Sara. Both can ask about Maria. So partner #1 would ask, “Can Han swim?” and partner #2 would answer, “Yes, she can swim.” Then partner #1, “Can Han speak Arabic?” and so on. This is one way to use this slide, but it can be used as whole group talk, group talk or pair talk. Whatever works for your classroom.
I usually bring the class back and ask them a few questions and then ask them about two contrasting abilities. For example, “Can Han and Abdul swim?” Students practice “but” with, “Han can swim, but Abdul can’t swim.” You can practice this until you hit proficiency and then follow up with students sharing out personal examples. “I can’t swim, but I can dance.”
Students can write and share out what different occupations can do in the picture on slide 17-18. 2 options exist. Slide 17 is for students still needing to acquire vocabulary. Slide 18 is more for students who know the occupations and could benefit from using a dictionary to look up new verbs.