1. T asks students how they are doing. 2. Teacher directions: You are going to talk about the question in breakout rooms: What are some things you are good at? What are some things you are bad at? You will have three minutes. 3. T opens breakout rooms and monitors conversations as students discuss the question.

1. Teacher directions: Read the article, "The Human Computer." As you read, make note of any words used in the text to describe ability (or what a person is good or bad at). Click the link in the chat to open the Google Form. 2. T sends link to a Google Form with the article. T has students read the article and make note of words for describing abilities. 3. After students read, T has students share the language they noticed. T records language at the bottom of the google form.

Meaning: 1. Teacher directions: Match the underlined word in each sentence to its meaning. Write the correct letter in your notebook for each number. 2. T displays a slide with sentences and the target language underlined, with meanings. T has students match the underlined words to its meaning (2 minutes). 3. T has students check their answers. 4. T asks CCQs: Is can used to talk about something you were able to do when you were younger? Does wasn’t able to refer to something you could not do in the past? Does managed to refer to something that you have completed with success? Appropriacy: Are couldn’t and wasn’t able to formal, informal, or neutral? (informal) Are can, could, able to, and manages to formal, informal, or neutral? (neutral-manages to is more formal) Form: 1. T sends a link to a Jamboard in the chat. On the Jamboard, students will have to sort the target language into present tense and past tense. 2. Teacher directions: Click on the link in the chat. Click "Make a Copy." In breakout rooms, work together to sort the words into present tense and past tense. You will have 2 minutes. 3. T displays the Jamboard. T demonstrates how to sort the words. T sends students into breakout rooms. 4. When students return from breakout rooms, T has students check their responses. 5. T displays a slide with the form for each target item. T explains correct usage: Can + verb Can: present tense modal verb I/we/you/they/he/she/it can + verb Could: past tense modal verb I/we/you/they/he/she/it could + verb Couldn’t: contraction; negative past tense modal verb I/we/you/they/he/she/it couldn’t + verb Be able + infinitive (Ex: I am able to sleep) Is able to: present tense linking verb + adjective + infinitive I am able to… He/she/it is able to… We/you/they are able to… Was able to: past tense linking verb + adjective + infinitive I/he/she/it was able to… We/you/they were able to… Wasn’t able to: contraction (past tense linking verb) + adjective + infinitive I/he/she/it wasn’t able to… We/you/they weren’t able to… Manage(s/ed) + infinitive Manages to: present tense modal verb + infinitive He/she/it manages to… I/we/you/they manage to… Managed to: past tense modal verb I/we/you/they/he/she/it managed to… Didn’t manage to: negative past tense modal verb I/we/you/they/he/she/it didn’t manage to… Pronunciation: 1. T displays the marker phrases with the IPA transcription. T asks: Where is the stress? Is there linking? After asking, T displays slide with stress and linking markers. …he can tell you… hi kæn tɛl ju Stress: he, you Linking between “can” and “tell” He could see… hi kʊd si Stress: he, see Linking: between could and see …he couldn’t make friends… hi ˈkʊdənt meɪk frɛndz Stress: he, make, friends Linking: between couldn’t and make …Is able to… ɪz ˈeɪbəl tu Stress: able Linking: between is and able …Was able to… wʌz ˈeɪbəl tu Stress: able Linking: between was and able …Wasn’t able to… ˈwɑzənt ˈeɪbəl tu Stress: able Linking: Between wasn’t and able …Manages to… ˈmænɪʤɪz tu Stress: first syllable in manages No linking …Managed to… ˈmænəʤd tu Stress: first syllable in managed No linking …Didn’t manage to… ˈdɪdənt ˈmænəʤ tu Stress: Manage Linking: between didn’t and manage

1. Teacher directions: Click the link to the Google Form in the chat. Read the text at the top to the page. After reading, select the correct words to fill in the blank for each sentence using the dropdown. Example: Although he was blind, he ______ to reach the instrument. (managed). 2. Students will have 5 minutes to complete the google form. 3. T provides whole class feedback by having students compare their answers to an answer key on a Google Slide. (1. managed 2. able 3. couldn't 4. can't 5. isn't 6. can 7. to 8. could)

1. Teacher instructions: In breakout rooms, you will do a speaking task. Read the list of activities and look at the pictures. Think about which activities you can do now, which are things you could do when you were a child, and which activities are things you are very good at. Then, with your group, discuss: Compare your abilities. Talk about which activities you can do now, which ones you could do as a child, and which ones you are very good at. Talk about how often you do these things and which of them you enjoy. Describe any special memories you have of any of these activities. 2. T sends link to the Google Doc with the pictures, prompts and directions. T displays Google Doc. T models by looking at the pictures and saying, "One thing that I can do very well is write with my left hand because I am left handed. I am also able to run for an hour and climb a mountain." 3. T sends students into breakout rooms to complete the task. T monitors student conversations by moving from room to room. 4. T provides delayed error correction and feedback based on conversations in during the speaking task.