8B Can you really do that? Famer us pyar ewe [Preparation [Copy and catn half one worksheet for each pai of students Procedure ~ Divide the students into AB pairs and give out the appropriate half of the worksheet. Ideally, get students to sit face to face and make sure they cat see each other's sheets. ~ Give students time to read the instructions. Demonstrate the activity by giving one of your own examples, eg. Ican speak Russian really well. and getting the students to ask you questions to see if you are telling truth or bluffing, ~ The students complete the shapes with real or invented information. Monitor and help where necessary. = The students play the game in their pairs, taking turns to talk about what they have written on the worksheet. — At the feedback stage, ask students to report back anything surprising they learnt about their partner’ abilities. Also ask students which were the best ‘bluffs’ they heardCan you really do that? Write notes in each shape (T = true, B = bluff). Then ask and answer questions AAJ witha partner to find out what's true and what's a bluff —_f{— | ——— Something you can do really A time when you weren't able | | a | well. (1) #0 speak. (1) | abke ¢0 do. (1) onan cae 4 chi tha you cant do now. (B) | 4 Mifeue test that you managed 20 pass. (B) Write notes in each shape (T = true, B = bluff), Then ask and answer questions B} witha partner to find out what's true and whats a bluf. rt | Something you cant do very wel. (1) | Someehing youd love to be able to a0. (7) | | | |7 |Grammar 3 ‘modals of ability, past and present How many people ... ? Target language: modals of ability, past and present ‘Activity type: class survey When to use: Use this activity after Lesson 7.: Time taken: 25 minutes Photocopy and cut up one card for each pair student in the class. Preparat Procedure Give one card to each student and allow them time to read it. (Ifthere are more than ten students, use some of the cards twice. Tell students that they have to ask other members of the class a question to find the information stated. Remind them that they must form the question in the second person singular, and that the second question would also be formed in the affirmative (we don’t usually make questions in the negative), but that they are looking for students who answer no. Students mingle asking and answering questions. They can either write down the names of the students they find, or make a mental note of what they are told. Get feedback from the whole class about what they found out. If you have more than ten students, allow those with the same card to confer first about the information.How many people .. Find out how many people in the class Find out how many people in the class ... a canspeak more than two languages. ' a could use a computer asa small child. ' (Ask which) ' (Ask when and how they learned) ' b can’t drive a car. (Ask why they haven't learned) b couldn’t see their relatives very often as a child. (Ask why) Find out how many people in the class ... Find out how many people in the class ... a managed to achieve an important objective last year. (Ask what) a were able to pass all their exams at ' school. (Ask how) ' b didn’t manage to get up at the time they planned this morning. (Ask why) b_ weren't able to do everything they wanted to do yesterday. (Ask what they didn’t do) Find out how many people in the class ... Find out how many people in the class ... a cantell a joke in English. (Ask which one) b can’t eat a certain kind of food. (Ask which and why) b couldn't understand a school subject at all. (Ask which) (Ask where they learned) ' Find out how many people in the class ... Find out how many people in the class ... a were able to meet somebody famous, when they were growing up. (Ask who) a managed to save money last year. ' (Ask how) ' b weren't able to do everything they wanted as a teenager. (Ask what) b didn’t manage to do their last piece of English homework. (Ask why) ‘a. could ski when they were a child. Fir he in the -_ Find out how many people in the class ... ind out how many people inthe class ' a were able to travel abroad alot asa child. ! 1 Ask why) ' a can lose weight easily. (Ask how) b can’t see their friends as much as they would like at the weekends (Ask why) b_ weren’t able to do sport when they were at school. (Ask why)icouee ae Can you do it? worksheet : [Can you do it @ ACTIVITY ‘Groupwork: speaking AIM To find out about people's ability by asking and answering questions GRAMMAR AND FUNCTIONS Gano tak about general ability inthe present Cul to ta about general ability in the past VOCABULARY General PREPARATION Make one copy of the workshcet for each group of up to ten students. Cut the cards out as indicate, TIME 200 30 minutes PROCEDURE 1 If there are more than ten students in the clas, divide them {nto groups. Give one card to each student inthe class. 2 Tell the students that they are responsible for finding out ‘the information on their own card by speaking to everybody in the class or group. 3 Now ask the students o go round the class or group, asking and answering questions. Tell them to puta tick next toa sentence each ime somebody answers Yes, Tun ot Yes, I could or succeeds in doing the task. 4 When they have spoken to everybody in the class or group, they should sit down in their groups and take i in turns to ‘alk about the information they have found out. FOLLOW-UP Ask the students to say in their groups and to write some of ‘the information they have gathered on a poster to be displayed in the classroom, For example: In our group. Felix can wake up on time without an alarm clock, but nobody else can, ‘Half the people in the group can fll asleep ina chair, ‘but only two people can be goodumoured before 9 o'clock in the moming. ema Rese Pack © Sus ky, 1595, itd by Hera Eng aguasFind out how many peopl ~ can wake up on time without an alarm clock. — can fall asleep in a chair. — can be good-humoured before 9 o'clock in the morning. & Find out how many people... — can spell ‘beautiful’ = can spell ‘deceitful’, = can spell ‘laugh’. [ Find out how many people... = can name three Australian Cities in five seconds. — can see three things beginning with ’s’in ten seconds. — can see three things made of wood in ten seconds. Find out how many people... — can concentrate on their homework with the television on. ~ can type without looking at their fingers. — can write neatly with their left hand Find out how many people... could walk before they were one year old. = could ride a bicycle before they were ten. — could swim before they 5 ae) On | Find out how many people... can remember what they ate for lunch yesterday. can remember what they | did on their last birthday. — can remember the name were ten. of the first teacher they ever had. Find out how many people... Find out how many people... — can say ‘hello’ in four “Helte’ ‘cueen Merger — can eat a lot without languages. Bowjour' putting on weight. 5% ~ cansee the same fim |S lo5!E) || — can work better in the 4 twice without getting Ahoy os evening than in the | bored. i morning. | — can read the same novel e — can save money. 7 twice without getting bored. = } = + J Find out how many people... Find out how many people. — can remember the last present they received. = can remember what they were doing at 8 o'clock last night. — can remember what they dreamt last night. — can name five vegetables in ten seconds. — can name four types of music in five seconds, = can name three verbs beginning with ‘r’ in ‘ten seconds.| can do it! Aim To give students practice at using can, could, be able to and manage fo when talking about past and present abilities and difficulties Materials One rolecard per student (A, B, C or D}; several pairs of scissors Time 30 minutes Preparation Copy and cut up one worksheet per four students Procedure 1 Write can ... J can’t... on the board. Ask students to tell you some things they can/can't do. Ask why, to elicit the word confidence. 2 Tell students you are going to read them an advertisement about a company. Write these questions on the board. What does the company do? How does it do this? How long does it take? 3 Read the advert aloud twice. Students listen and answer the questions. Check the answers. THE CONFIDENCE COMPANY. Improve your life in seven days! '* Do you find it cifficult to talk to people at parties? © Do you get nervous when you have to give a presentation? (Our experts will help you to be more confident by teaching you 10 relax, to visualise success and to find the ‘real’ you, 4 Tell students that they are going to play the role of someone who has done the course. Copy Rolecard A onto the board. Explain that the ‘before’ information is about Anna, before she did the course; the ‘after’ information is about two different people, after they did the course. The students will each be given a similar rolecard. They have to collect two pieces of information about themselves after the course and give away the information about the two other people, by going around and meeting different partners. With each partner, they read aloud the information on their ‘before’ card. If they have information about their partner, they give him/her the piece of paper with the ‘after’ information on it 5 Hand out a rolecard to each student and let them check that they understand the information on it, 6 Distribute scissors. Ask students to cut up their cards so that they have one ‘before’ card and two ‘after’ cards. 7 Check the instructions. Students then start finding partners and exchanging information. 8 When they have all collected the correct ‘after’ information, form groups of four students — one Anna, one Marian, one Paul and one Brad, 9 Write the following questions on the board: What couldn’t you do before the course? Have you managed to overcome your problem? How do you feel now? 10 In their groups, students take it in turns to interview each other. They should try to answer without looking at their cards. ANSWER KEY. Anna Martin: 4, - Marian Severa: 1,7. Paul Bodin: 2, 8 Brad de Marco: 3, 6Roiecara A AFTER I really enjoy my job now. Two weeks ago I managed to talk to an audience of fifty people. Anna Martin BEFORE * I can't go out without make-up on. feel undressed. AFTER The day after the course | was able to have my first real conversation with my wife, after five years of marriage. * | can't do simple things like cook for friends or family. | get too worried. Rolecard B AFTER | went on my first date last week. After three years, | was able to ask a woman in my office out on a date. Marian Severa BEFORE * I-can talk to people one-to-one, but in my job | have to give presentations which make me nervous. AFTER | don’t worry how I look now. Last week | managed to go to the cinema without wearing any lipstick. * Lalso find it difficult to answer questions that people ask me about the presentation. Rolecard ¢ AFTER Last Saturday | invited my parents over : Paul Bodin for dinner and | was able to cook a BEFORE three-course meal without worrying. * | can’t get my message across very easily. For example, it took me three : years to ask my wife out. i AFTER i © Ian’ : an,t get my bosses to. sten fo and | also managed to decide where to go. H understand my ideas u ‘We went to @ new French restaurant. ecard D AFTER | was also able to deal with their questions without a problem Brad de Marco BEFORE * I can’t chat up women. | just don’t : know what to say to them. AFTER | got promoted last month and | was at @ meeting in Paris where | managed to communicate my ideas clearly, * I can't make decisions very quickly. For example, last week | failed my driving test because | couldn't decide ‘when to turn into the main road.ez Find someone who.. Aclass mingle 3S ask each other questions to complete a survey. Copy ‘one sheet per student. TANGUAGE can, could and beable to: Would you like tobe able to travel more? © Elicit the questions 1-10. A Make sure 88 don't try and ask negative questions for questions 2, 5, 8 and 9. ¢ Focus on the More information column and elicit follow- "up questions for questions 1 and 2to help get the idea, ce, Where to? Why can’t you travel now? Demonstrate the activity. Ask a student the frst question: “Would you lke to be abe to travel more? Elicit ‘Yes, 1 would? or ‘No, I wouldn't’ Ifthe student answers Yes, ‘write their name in the column on your sheet, then ask a follow-up question, and write the answer under More information. Ifthe student answers ‘No’ then say “Thank you’ and ask another student until somebody answers ‘Yes? ‘# TASS totry to find and write the name ofa different student for each question. SS mingle, asking each other the questions, follow-up questions, and writing in names and more information, ‘© Get feedback to find out who in the class would like to be able to travel more, ete. You may need to teach nobody.x w * w ° RL Would like to be able to travel more. won't be able to come to the next class. could swim before they were four years old. hhas been able to speak English outside class. this week cant park in very small spaces. would like to be able to speak another language. ‘an make good cakes. hasn't been able to do all the homework this week, can't ski (but would like to be able to) needs to be able to speak English in their job (or job they'd like to do).MIXED ABILITIES Materials: One set of cards per group ‘Start by reviewing the language of past and present abiities from unit 7.2 and write some examples on the board for $s to refer to during the activity. Arrange S into groups of four and give each group a set of cards, positioned face down, in the middle Demonstrate the activity. $s take it in turns to take a card and decide if they are going to ask about the present or past. They then ask the other Ss about their abilities, using the prompt con the card, The other Ss in the group can either fe or tell the truth. The student who asked the question must then ask folow-up questions to work outif the other Ss are lying or telling the truth, Monitor and help out where necessary. Eicit any interesting information for feedback. TEACHER'S NOTES‘Say ‘hello’ in five languages io ¢ i ot |4A Language learning A pairwork speaking activity ‘Sts compare their opinions on language learning. Copy one sheet per student, "Language Different forms of can / be able to The internet can helo you when youre learning a language ‘+ Give out the sheets and tell Sts to spend five minutes reading through the sentences. Explain that they have to puta tick in the column after each statement if they agree with itand a cross if they disagree. ‘+ Put the Stsin pairs. Tell them to compare their answers and explain the reasons for their choices. Monitor, correcting especially any mistakes which relate to grammar in 4? * Get feedback from individual pairs.COMMUNICATIVE Language learning © Look atthe statements and tick (V) if you agree or put a cross (X) next to it you disagree in the column Do. You. Speak. English? 1 Tobe able to speak English well, you have to live in an English-speaking country for at least a year. — Life offers you more opportunities if you can speak English well — It’s never too late to be able to learn a new language. My main reason for learning English is because | want to be able to get a good job. — 5 It doesn't matter if you make mistakes in English if people are able to understand you. — There's not much you can do to improve your English outside the classroom, —— Tourists should always be able to say some basic phrases in the language of the country they are visiting — 8 Aperson can never be 100 per cent bilingual. — 9 Most people prefer to see a foreign film with subtitles than see it dubbed into their own language. =o 10 The internet can help you when you're learning a language. = 11. Listening to other people speaking English is the only way | can improve my pronunciation. = 12 Most young people in my country can communicate well in English — 13 Achild can learn English just by watching TV in English 14 good teacher can influence how much you enjoy a language — 15 Tobe able to communicate well in a foreign language, pronunciation and vocabulary are more important than grammar. - © Compare your answers with your partner and explain why you agree or disagree.[24] Guess the sentence: be able to EM C A pairwork activity. Copy one sheet per pair and cut into A and B. [tancuace | Pa ike tobe able to play the piano really well, {Will you beable to ger tothe airport on time? | ‘SS in pairs sitting facing each other. Give out the copies to ‘and B. ‘© Demonstrate first by writing on the board, {don't think I'll ever this exam. ‘* Write the complete sentence I don't rhink I'l ever be able to pass this examin big leters on a piece of paper but don’t show itto the class. «Tell the lass they have to guess the missing words using be able to, Elicit possible completions from SS until someone says be able fo pass and then show them the of paper so they can see they've said exactly what you had written down, ‘© Explain that half of their sentences have gaps, and what is ‘missing isa form of be able to + another verb, Their partner has the complete sentence. Taking turns, they ‘ust read their sentences to each other, completing the gap in a logical way, until they say the exact sentence that their partner has, eg. 1A Thaven't been able to get a new job yet. 8 Nearly. Try again ‘A Thaver't been able to find a new job yet. B That's right. © 1 Now give SS a minute to read their sentences and. complete them, 2 A says his/her sentences to B, Emphasize that students should say the whole sentence each time, not just the missing words, 3 They swap roles When they've finished, they could swap papers and repeat the activity.A. EB Look at sentences 1, 3, 5, 7, 9 and 11. Complete the gaps with the correct form of be able to + a verb. Say your sentences to B who will tell you if you've said the same sentences as on the card. If they're not the same, try again. @ t haven't a new job yet. 2 Will you be able to get to the airport in time? ® You should _____ this exercise. It’s quite easy. 4 I'd like to be able to play the piano really well. @ Will you the work before Friday? 6 I've been looking for a new jacket but | haven't been able to find one I like. @ Although the water was freezing, Jim 8 If we don’t hurry, we won't be able to catch the 3.15 train. @ We won't by plane. My wife’s afraid of flying. 10. I won't be able to go away this weekend. I'm too busy. across the river, @ I've never the video. 12 Love being able to get up late on Sunday mornings. Now B will try to guess sentences 2, 4,6, etc. Tell him/her if they're the same as your sentences. If not, B tries again. B EB Look at sentences 2, 4, 6, 8, 10 and 12. Complete the gaps with the correct form of be able to +a verb. Now A will try to guess sentences 1, 3,5, etc. Tell him/her if they’re the same as your sentences. Ifnot, A tries again. 1 Thaven't been able to find a new job yet. @willyu to the 3. You should be able to do this exercise. It's quite easy. @ Wd like 5. Will you be able to finish the work before Friday? piano really well. @ ve been looking for a new jacket but I haven't one I like. 7 Although the water was freezing, jim was able to swim across the river. @ If we don’t hurry, we won't the 3.15 train. 9 We won't be able to go by plane. My wife's afraid of flying. @ i won't away this weekend. I’m too busy. II I've never been able to programme the video. @ I love Say your sentences to A who will tell you if you've said the same sentences as on the card, If they're not the same, try again. late on Sunday mornings.Procedure Give a copy of the worksheet to each student and tell them to match the vocabulary in the box with each picture. Get feedback from the whole class. Now tell the students that they have to talk with a partner about their own abilities in relation to each picture in the past, present and future as in the example. Encourage them to give reasons and explain their statements. When they have finished, have different students talk about one picture each for the whole class.Abilities: past, present and future buyahouse ski play chess speak on the phone in donothing read stories to your grandchildren driveacar play the guitar oe a hGRAMMAR can, could, be able to (ability and possession) © Girathe correct verb. Sometimes both verbs are possible. Anyone for tennis? Hove all sports and have always wanted to '§e able f/ can play tennis. So, last year, at the age of 45, [ decided to learn. I ‘was really happy when I found a teacher who ?was able to | could give me lessons and so I started. Unfortunately, after the [9 first few lessons, I realized that I'd never Scan | be able to play this game. One of the problems was that [“couldn’t | wasn’t able to move fast enough because fam not very fit. The other problem is that tennis is not an easy sport to learn quickly. I hated ‘not can / not being able to hit the ball over the net. It was really frustrating! Did I learn anything? Yes, I did... that ll never “be able to / can play tennis! It’s never too late My 78-year-old grandfather “couldn't / wasn’t able to even turn ona computer until about two years ago. All that changed when he decided that he wanted to “can / be able to use the internet and he did a course at his local Adult Education Centre, Although he really enjoyed the course, he ‘couldn’t / wasn’t able to put what he learnt in his classes into practice because he didn’t have a computer. So, for his birthday I bought him his own laptop and that’s when he really started learning’ ¢ "°’s able to / can use the internet really well and send ‘What he loves most is "can / being able to speak and see his grandchildren on Skype at least once a week. They in Australia and if he didn’t have a computer, he '®couldn’t | | wouldn’t be able to keep in touch with them so much. © Complete the sentences with can | can’t or could | couldn't. Ifa form of can | could isn't possible, complete the sentence with a form of be able to. 1 Atthe end of the six-week course, you'll 7 Miriam hates not_____play beableto _ design your own website. chess as well as Luke. He always beats her 2. Masha called me yesterday because she and she’s a really bad loser! ____ remember how to get to 8 Sometimes when you're on Skype you my house. _ _ hear the other person very 3. Simon isn’t going to finish well, the report by the end of the day. a __ do what you like is the best 4. Pierre has passed his driving test so now he thing about a holiday. drive his father’s car. 10 Pmatraid I won't _—_ go away 5 Lhaven't _ speak to Harry thissweekend. I'm too busy: for over three weeks. He never answers his 11 You should —___ do this exercise phone. without any help. It’s quite easy. 6 The train was delayed so1____ 12 We park here: there are no get to the meeting on time. spaces. © Cover the stories ina. In pairs, tell each other the stories from memory.© Circle the correct verbs. Tick (7) if both are possible. Tango dancing parents are good dancers. I thought: well, if they “could / were able to do it, I should can / be able to learn, too. But the tango’s not an easy dance to learn, because the steps aren’t fixed, and every eight steps the man has to decide what move he’s going to make, and he has to “can / be able to transmit that to his partner. My first partner and I 5weren’t able to / couldn't understand each other at all, so she changed partner. I think my new partner understands me better, so I hope we will can / will be able to dance well soon. Irish ‘As my family’s Irish, I thought I should learn to speak the language. I found a school and started going to classes, but the first problem was that I 7couldn’t / wasn't able to go to class every week, and the second was that it’s avery difficult language. Also I *wasn't able to / couldn't find the time do much homework, and trying to learn a language without °can / being able to study between classes is almost impossible. If "I ean / 'm able to find time to go to Ireland in the summer, I'l definitely try again, © Complete the sentences where possible with can / can’t or Ifneither is possible, complete with a form of be able to. 1 I started reading War and Peace, but I 7 couldn't _ finish it. It was too long. 2 I've invited Mark to the party, but I don't 8 think he'll come. 3 You__ park there. There’s not 9 enough room. 4 [want to buy a new car next year, but I 10 haven't save much money yet. 5 He ___ play the piano when he was u only four years old. 6 If that car was a bit cheaper, I'd buy it. 1 decided to try to learn tango about six months ago. I've never '(been able to)/ could dance well, though both my could / couldn't. Like do what I want when I'm on holiday. We don’t have to buy the tickets now — we get them on the train. I didn't enjoy the film because I__ understand what was going on. Excuse me, do you think you __ help me with my cases? 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