Instructions: 1. Display the Images: Show the students the two images provided. 2. Discussion Questions: Question 1: What do you think the pictures are about? Question 2: What are some differences you can name about the topic of the pictures? 3. Group Activity: Divide the students into small pairs. Ask students to answer both questions between themselves After a couple of minutes, have each group share one difference they discussed with the class. 4. Conclusion: Summarize the key points discussed. Highlight how shopping experiences have evolved over time, from traditional markets to online platforms.

Instructions: Introduction (1 minute): Explain to the students that they will listen to an audio file and answer questions in a Google Forms quiz simultaneously. Provide the link to the Google Forms quiz: Shopping then vs now. Listening and Answering (5 minutes): Play the audio file: Navigate A2 Coursebook Audio 05-02.mp3. Instruct students to fill out the Google Forms quiz while listening to the audio. Ensure they understand they may need to listen carefully to catch the details. Breakout Room Discussion (2-3 minutes): Divide students into small groups and send them to breakout rooms. Instruct students to share their answers with each other and compare their responses. Encourage them to discuss any differences and come to a consensus. Class Review (1-2 minutes): Bring all students back to the main room. Go over each question and its correct answer as a class. Discuss any discrepancies and clarify any misunderstandings. ICQs (Instruction Checking Questions): "What do you need to do while listening to the audio?" (Expected answer: Fill out the Google Forms quiz.) "Where will you share and compare your answers?" (Expected answer: In the breakout rooms.) "What will we do after returning to the main room?" (Expected answer: Review the answers together as a class.) "How will you handle any differences in your answers during the breakout room discussion?" (Expected answer: Discuss and try to agree on the correct answer.)

Activity 1: Meaning (Sorting Sentences) Instructions: 1. Write the following sentences on the board in a mixed order: I can buy groceries online. We can pay with a credit card. You can't find fresh vegetables here. He can't afford that expensive jacket. I could shop at local stores back then. They could get discounts during sales. She couldn't use a credit card in that store. I couldn't buy anything online back in the day. 2. Use different colors for "can" (e.g., green) and "could" (e.g., blue) to highlight them: - Can / Could: Green - Can't / Couldn't: Red 3. Ask students to sort the sentences into two columns based on whether they use "can/can't" or "could/couldn't". Activity 2: Form (Sentence Structure Presentation) Instructions: 1. Prepare the Sentence Structure: - On the whiteboard or shared screen, create a template for the sentence structure using color coding. - Use green for "could" - Use red for "couldn't" - Use yellow for "can" - Use magenta for "can't" 2. Present the Structure: - Divide the board into four sections: Affirmative with "can", Negative with "can't", Affirmative with "could", and Negative with "couldn't". - Write example sentences in each section, color-coding the key components: - Subject: Cursive - "Can": Yellow - "Could": Green - "Can't": Magenta - "Couldn't": Red - Base Form of the Verb: Bold 3. Students order the sentences in their respective section 4. After they are finish T can provide form to them - The structure for each is covered by a color block which will be removed to present it to the students. - Highlighting area like subject, modal verb, verb... etc. Activity 3: Pronunciation (Stress and Linking) Instructions: Prepare the Pronunciation Guide: - On the whiteboard or shared screen, write the target sentences. - Stress: Use little dots to identify. - Linking: Use arrows to connect Present the Pronunciation Patterns: - Explain that in spoken English, some words are stressed and others are not. "Can" and "could" are often unstressed in affirmative sentences but stressed in negative sentences. - Demonstrate how words are linked in natural speech. "I can buy groceries online." IPA: /aɪ kæn baɪ ˈɡroʊsəriːz ɒnˈlaɪn/ Stress: Primary stress on "buy" and "online". Linking: "can buy" (/kæn baɪ/) "You can’t find fresh vegetables here." IPA: /juː kænt faɪnd freʃ ˈvɛdʒtəblz hɪr/ Stress: Primary stress on "find". Linking: "can’t find" (/kænt faɪnd/) "I could shop at local stores back then." IPA: /aɪ kʊd ʃɒp ət ˈloʊkl stɔrz bæk ðɛn/ Stress: Primary stress on "shop" and "stores". Linking: "could shop" (/kʊd ʃɒp/) "She couldn’t use a credit card in that store." IPA: /ʃiː ˈkʊdnt juːz ə ˈkrɛdɪt kɑrd ɪn ðæt stɔr/ Stress: Primary stress on "use" and "store". Linking: "couldn’t use" (/ˈkʊdnt juːz/) Model the Pronunciation: Say each sentence slowly, emphasizing the stress and linking. Ask students to listen carefully and repeat after you. Choral Practice: Have the whole class repeat the sentences together. Focus on maintaining natural rhythm and linking sounds. Individual Practice: Call on individual students to say the sentences. Provide feedback and correct any pronunciation errors.

1. Introduction (1 minute): Explain to the students that they will be completing a worksheet where they need to fill in the blanks with the correct form of "can" or "could" and the given verb. Provide the worksheet content to the students: 2. Individual Work (4 minutes): Ask students to complete the worksheet individually. Ensure they understand they need to use the correct form of "can" or "could" along with the verb in brackets. 3. Breakout Room Discussion (2-3 minutes): Divide students into small groups and send them to breakout rooms. Instruct students to share and compare their answers with each other. Encourage them to discuss any differences and come to a consensus on the correct answers. 4. Class Review (2 minutes): Bring all students back to the main room. Go over each sentence and its correct answer as a class. Discuss any discrepancies and clarify any misunderstandings. ICQs (Instruction Checking Questions): - "What will you do with the sentences on the worksheet?" (Expected answer: Fill in the blanks with the correct form of "can" or "could" and the verb in brackets.) - "Where will you discuss your answers after completing the worksheet?" (Expected answer: In the breakout rooms.) - "What will we do after returning to the main room?" (Expected answer: Review the answers together as a class.) - "How should you handle any different answers during the breakout room discussion?" (Expected answer: Discuss and try to agree on the correct answer.)

1. Introduction (1 minute): Explain to the students that they will be participating in a debate. Divide the class into two teams: - Team A: Shopping in the past - Team B: Shopping nowadays Each team will come up with points to defend their side using "can" and "could" in both affirmative and negative sentences. 2. Breakout Room Preparation (3-4 minutes): Send each team to their respective breakout rooms. Instruct them to brainstorm and come up with at least three points to defend their side. Encourage them to use "can" and "could" in their sentences. - Example for Team A (Shopping in the past): - "In the past, you could talk to shopkeepers and get personalized service." - "People could not buy things online, but they could try products before buying." - Example for Team B (Shopping nowadays): - "Nowadays, you can shop online from the comfort of your home." - "You can compare prices easily, but you can't physically touch the products before buying." 3. Debate in Main Room (4-5 minutes): Bring students back to the main room. Each team will take turns presenting their points. Encourage students to listen to each other and think about the differences and similarities in the use of "can" and "could". 4. Class Review (1-2 minutes): After both teams have presented, discuss the use of "can" and "could" in their points. Highlight how "can" is used for present abilities and possibilities, while "could" is used for past abilities and possibilities. Discuss any interesting or surprising points brought up during the debate. ICQs (Instruction Checking Questions): - "What are you going to do in your breakout rooms?" (Expected answer: Brainstorm and come up with points to defend our side using "can" and "could".) - "How many points should each team come up with?" (Expected answer: At least three points.) - "What language structures are we focusing on during this activity?" (Expected answer: Using "can" and "could" in affirmative and negative sentences.) - "What will we do after returning to the main room?" (Expected answer: Present our points and listen to the other team's points.)