Screenshare slide presentation and talk about first mobile phone and computer - the games I used to play with them, how impressive they were for the time. Open the class up inviting students to discuss their first phone or computer - when they first had it, what they used it for etc

Gist: Screenshare gist task to class. Show them text and ask them to read it before choosing the best story summary. Share form in zoom chat. Allocate 2 minutes for them to complete this task. Check results and conduct open class feedback establishing the answer in the text. Intensive: Screenshare intensive activity in slides presentation. Explain that students have to find and underline the words can/can't and could/couldn't in text, making them aware of the distinction between positive and negative. Ask student to find first word (can't) as part of demo, underlying it so they understand the task. Assign a slide to each student and share the document in zoom chat. Allow them 3 minutes to complete task before conducting open class feedback, correcting mistakes.

Open slide presentation on first MFP slide with swimmers. Explain that we're going to understand what the words can/can't and could/couldn't mean. Ask students to say what they see: people swimming. "Ok. Do you think the person on the right is able to swim? No". Ask them if they can remember which words out of can/can't and could/couldn't are positive and negative, then use them to fill in the blanks of the statements: "They can/could swim", "She can't/could swim". Explain that we use can/can't to talk about possibility in the present, and could/couldn't to talk about possibility in the past. Reiterate that can/could are positive - because they mean something is or was possible, and can't/couldn't are negative because they mean something isn't or wasn't possible. On next slide, read the first grammar rule as a demo: We use____+infinitive to say that something is possible in the present. Ask the question: is this statement positive? A: positive, because it's talking about something that IS possible. So which word do we use? Can. Introduce the exercise in green explaining that once the first task is filled out, they can use it as guidance. Give students 2 to 3 minutes for this taska according to how they find it, then perform error correction for open class feedback. For green task, ask CCQs: is the first question about the present? Yes - then it's can. Highlight how when answering this form of question, the same words are used regardless of the subject i.e I, you, he, she etc. Also point out contractions in can't and couldn't: ways of simpifying phrases so they are easier to say in conversation, with the shortened from more informal and natural. Explain in the second example 'could you watch TV online in 1974', 'you' is used to mean people in general, not someone specific. Move to the next slide. Read the text (you can watch TV programmes...) and ask students to listen to the acommpanying audio (CD2, Track 20), deciding where in the dialogue the word 'can' should be underlined according to when it's stressed:Yes, you 'can'. Explain that the vowel sound in 'can' is weak at the beginning of questions so our words flow better, but during the affirmative response 'yes, you can' the vowel sound is important for clarity. Drill this dialogue, having students repeat afterwards in unison. Correct any mistakes, and ensure that the vowel sound in 'can' for the initial sentences is muted, but standard during the affirmative 'yes, you can'. Explain that can't/could/couldn't always retain their vowel sounds. Move onto second speaking excercise using audio (CD2, track 22). Ask students to focus on audio script paying attention to which words are stressed as they listen to the audio. Play each sentence one by one and ask them to repeat it in unison. Make sure they stress the correct parts of each sentence, referring to the visual on the audio script and providing a personal model. Move onto final MFP slide: making requests and using question words with can/could. Read 'can/could you open the door' questions to students, before asking them what they think the difference in meaning is. Explain that using 'could' for requests is considered more polite and formal. For the task in blue, ask them how they think the meaning of each question changes if 'can' is substituted for 'could': 'how many books can you read in a week?' A: yes, 'could' may be used to talk about the past, but it also has another use. Talk about how 'could' may be used to introduce a conditional element i.e yes, this person is able to read a certain number of books, but maybe they don't want to do that, or they aren't trying to read lots of books.

Open wordwall controlled pratice activity and sharescreen. Students have to choose the missing word out of can/can't/could/couldn't to complete the sentence. Demo with first sentence before sharing activity in zoom chat. Give them 3 minutes to complete task. For open class feedback, play audio file so students can listen to where stress is placed in sentences again. Perform error correction.

Go to final presentation slide. Explain task - to write 5 could/couldn't statements about your first phone. Read through personal examples on screen to demo the activity. Allocate a slide to each student and give them 4 minutes to write their statements. Ask them to discuss their first phones in groups, taking turns to ask one question formed with 'could' and reading one of their statements. Divide students carefully so each breakout room has a minimum of 3 students, and give them 5 minutes for their discussions.