T writes a well-known English saying 'if at first you don't succeed, try, try, try again' and elicit the meaning from students. Recently there are different ways of continuing the saying, students in pairs discuss and find which one they like best. T elicits the answers and does not correct students for now.

Sts read about three people who have tried but failed to learn sth and complete the gaps with the missing phrases. Sts compare their answers with a partner and the teacher elicits answers.

Sts are asked to think and take notes about two or three of the given topics they have chosen. Then in pairs sts tell each other about each of the things they chose. Students take notes about their partners experiences for example what s/he has learnt to do sth after a lot of effort etc. Teacher demonstrate the task by choosing one of the topics and telling the students about her experience.

Students review the notes about their partners' experiences and plan to present them to another pair. Teacher walks around and helps students if they need.

Students tell about their partners experiences and the other pair listens to find if they have a similar experience. Teacher monitors and take notes about the form of language to correct later on the board.

Teacher writes some correct sentences and some mistakes on the board from their reports, and elicit answers from students to correct the sentences. Students go back to the reading text and underline the phrases with be able to. Teacher elicits answers for What tense or form is be able to in each one? and What tenses or forms does can have? to make the meaning and form clear for students.

Before students practice teacher goes through the rules with the class. Students focus on the exercises individually. Teacher walks around and helps students if they need. Students then compare answers with a partner and teacher gives answers. If not ime, give as homework.