Teaching learners to express abilities and inabilities is very important, since each person has weaknesses and strengths.
Modal “can” is one of the most used modals because it has many functions but our concern today is expressing ability and inability.
By the end of the tutorial session, my learners will be able to use modal “can” to ask and answer about abilities/inabilities using the three forms( affirmative, negative, interrogative)
Cards, soft ball, body parts game.
Vocabulary used: Body parts/ disabilities
Modal can(strong and weak form)
The lead in:
The teacher starts the session by a revision about body parts using the following game.
*The teacher sticks an empty body on the board, he names it then he starts the game.
*Peter wants his right hand, for example, pupils raise hands and pass to the board to put the right part in the right place till we finish the whole body.
*To install the words in learners memories, the teacher pins the body parts names on the board and once more learners pass to the board and match each body part with its name.
*Next, the teacher divides learners into groups of mixed abilities, each group will choose a name from the target structure. Example: The Eyes group, The noses group, The Ears group…..etc
*The teacher provides each group with cards that contain questions and answers with modal “can”.
*There are four different groups of cards, so that when a member from a group takes the card and asks, a member in an other groups must have the right answer , he has to raise his hand and give the answer.
If the answer matches the question, the group gets a mark.
*It is a funny game, pupils practice asking questions with modal”can” and at the same time answering using affirmative and negative forms.
Can you walk on your hands?
No, I can’t walk on my hands.
Also, pupils will revise disabilities( deaf, dumb, physically impaired people…etc)
While learners ask and answer, they have to pay attention to the pronunciation of the modal “can”.(weak and strong form)