Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Ask:

With books closed, check students’ understanding of the text. Ask the class, Can we create realistic special effects now? (Yes, we can.) Can we feel the same emotions as the characters on the screen now? (No, we can’t.)

Explain that this lesson introduces ways to talk about ability and possibility

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P:59

- Explain the task and write the following questions on the board:

What was possible in the 1930s?

What is possible now?

What will be possible in the future?

- Ask students to read the text about cinema and find the answers.

- Elicit sentences from the text that answer each question and write them on the board, for example:

Producers could include songs …

Film makers can now create special effects …

We will be able to connect our bodies …

- Underline could, can, and will be able to in the sentences.

- Elicit from students that these forms refer to:

possibility / ability in the past (could),

possibility / ability in the present (can), and

possibility / ability in the future (will be able to).

- Ask students to give one more example of each form, related to technology or films.

Differentiation:

Weaker students: Direct them to the exact paragraph where each answer appears.

Stronger students: Encourage them to predict one new thing that will be able to happen in cinema in the future.

Values Link – Adal Azamat: Students analyse how technology develops over time, use evidence from texts, and express ideas clearly and respectfully.

Students complete the sentences from the text

ANSWERS :

1 could

2 can

3 be able to

1 Ability and possibility. 2 Film producers couldn’t include songs. They can’t create very realistic special effects. We won’t be able to feel the character’s emotions.

3 Yes, they do

Descriptor:

- identifies answers to questions about past, present, and future possibilities

- locates and selects relevant sentences from the text to support answers.

Total: 3 point

Student’s book

10 min

Ex: 2 P:59

- Explain the task to the class.

- Ask students to complete the sentences individually.

- When they finish, put students into pairs and ask them to compare their answers.

- Encourage students to help each other correct any mistakes before whole-class checking.

- Check answers as a class, eliciting responses from different students.

- In a weaker class, when checking answers: highlight the tense in each sentence, and briefly explain why that form is used.

- Write key examples on the board and underline the verb forms.

Differentiation:

For weaker students: Explicit focus on tense forms during feedback.

For stronger students: Encourage them to create one similar sentence of their own.

Values Link – Students support one another respectfully, learn from mistakes, and take responsibility for improving their language use.

Students complete the sentences with could, can

ANSWERS :

1 can’t

2 can

3 won’t be able to

4 couldn’t

5 could

6 ’ll be able to

Descriptor:

- completes the sentences accurately and independently.

- identifies the correct tense when reviewing answers

Total: 3 point

8 min

Ex: 3 P:59

- Explain the task and draw students’ attention to the title of the text.

- Ask students to predict what the text will be about.

- If students find this difficult: translate the word senses, and ask them to recall which senses were mentioned in the first reading text (sight, hearing, smell).

- Ask students to read the text and complete the gaps using: the correct verbs, and the correct form of could, can, or will be able to.

- Remind students to think about whether each sentence refers to the past, present, or future.

- Students work individually to complete the task.

- Monitor and support students as they work.

- Check answers as a class, eliciting reasons for the choice of could / can / will be able to.

Differentiation:

Weaker students: Do the first gap together as a class.

Stronger students: Encourage them to write one extra sentence about senses using can, could, or will be able to.

Values Link – Adal Azamat: Students use context to make predictions, apply grammar thoughtfully, and reflect on how technology may affect human abilities in the future.

Students complete the text with the verbs in the box

ANSWERS:

1 could smell

4 can enjoy

2 couldn’t hear

5 ’ll be able to feel

3 couldn’t wear

6 ’ll be able to connect

Descriptor:

- uses the title to predict the topic of the text.

- completes the text using the correct verbs and forms of could, can, will be able to.

Total: 2 point

7 min

Ex: 4 P:59

- Give students time to complete the questions and prepare their answers individually.

- Put students into pairs and ask them to ask and answer the questions.

- Go round the class to monitor, listen, and help where necessary.

- Encourage students to give more than simple short answers by adding reasons, examples, or extra details.

- Invite a few pairs to share one question and answer with the class.

Differentiation:

Weaker students: Accept shorter answers first, then encourage expansion.

Stronger students: Encourage fuller responses using connectors (because, and, so).

Values Link – Adal Azamat: Students listen attentively, support their partners, and practise expressing ideas clearly and thoughtfully.

Students complete the questions with can, could or will be able to. Then ask and answer with a partner.

ANSWERS:

1 could

2 will, be able to

3 will, be able to

4 Can

5 Could

Descriptor:

- completes the questions and prepares appropriate answers.

- responds appropriately to a partner’s questions.

Total: 2 point

End

5 min

FEEDBACK

Ask:

Which form do we use for the future?

Which form is more polite: can or could?

Teacher monitors accuracy and participation.

Homework (optional)

Write 6 sentences:

2 with can

2 with could

2 with will be able to

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster