English_Book_2-Teacher_300913

Grammar Focusand Discovering grammar (10–15 min.)Can to talk about abilities☞ See Grammar reference, page 98.• Read the grammar chart head. Tell students Youuse can for requests. You also use can to talk aboutabilities—things you can do. Tell students andwrite on the board I can swim. Demonstratingswim if needed, ask the class Who can swim? Raiseyour hands.• Read the grammar chart aloud and havestudents repeat the example questions andstatements after you.• Have students work individually to complete theexercise. Check orally.Practicing grammar9 Practice (10 min.)• PAIRS. Read the directions aloud. Then read theactivity verbs aloud and have students pronounceeach after you. Depending on students’ abilitiesand level, you may want to teach some of the newvocabulary at this point, or you may want to waitand let students guess the meanings of the termsas they complete the exercise.• Read the first names on the pictures aloud andhelp students pronounce them. Then read theexample aloud and have students say it after you.• Call on a pair to model taking turns asking andanswering about the first two or three activities.Then have students form pairs and begin. Walkaround to monitor as students practice.• To check, ask individual students a Who questionfor each activity.TEACHER’S NOTESAnswer key1. can2. cannot• Use the board to elicit other key points about thegrammar chart, such as the sentence structuresfor statements, Yes/No questions, and informationquestions.Answer keyJim can speak English. Jon can ride a bike. Carl can swim.Sue can sing. Ann can drive. Liz can draw. Phil can dance.Tom can play the guitar. Bob can act. Mia can play soccer.Lynn can Rollerblade. Pam can skateboard.• To extend this exercise, have pairs take turnsasking and answering What questions about thepictures—for example, What can Jim do? (He canspeak English.) Tell students to ask about thepictures at random.T10:26:02 PMPostcards_splitB_TE1_U01.indd T102/27/07 10:23:42 AM