1. Have the beam projector ready to show the video   suggested in the “Materiales Educativos Digitales” section and download the file and make copies for students as well.

2.  Ask students what abilities they have, Can they speak other languages? Can they swim? Can they fix something?

3. Distribute the worksheet and draw student’s attention to the boxes with the information.

4. Ask students what CAN express and what its past form is.

5. Take the opportunity to point that the ‘L’ in COULD is silent.

6. Invite students to find the time expressions in the 15 sentences and underline them so they can identify if the sentence is in present or past.

7. Check the expressions with students and invite them to complete the sentences in pairs.

8. Check answers by calling the numbers and students saying CAN or COULD.

9. Review modal of ability CAN in past COULD and what their negative and interrogative forms are.

10. Distribute the worksheet and ask students to read the paragraph individually and help with vocabulary if needed.

11.  Then, ask students to choose T or F and discuss their answers with a classmate.

12. Give the answers to the class for general confirmation.

6. Invite students to complete the chart by writing the words in the correct group so they are true for them.

13. Ask students to raise their hand to your question, Who could play chess when you were 5?, who couldn’t speak English when you were 5? etc.

14. Ask students to unscramble the sentences on page 2 of the same file, and read the example for them.

15. Invite students to read their sentences to the class for general confirmation.

16. Give the last activity in the worksheet for homework.

1. Have the beam projector ready to show the activities suggested in the “Materiales Educativos Digitales” section.

2. Ask students how much they look like their parents, for example, who does their brother(s), sister(s) look like? Etc.

 3. Ask students why they say they look like their parents, do they have the same type of nose, eyes, etc. Elicit from students this type of answer.

4. Tell students they are going to meet a family and describe them physically.

5. Ask students to write these headings DAVID / MARTHA  / PATY  / JOE . These are the members of a family.

6. Play the video and pause it where the whole family appears, then ask students to write 2 sentences about each member of the family.

7. Invite students to read aloud their sentences and check how many students wrote similar sentences.

8. Tell students to write down one of the sentences their classmates wrote they liked.

9. Play the video and pause it after each member of the family has been described and ask students if their sentences were the same.

10. Tell students they are going to listen to some people talking about other people by describing them.

11. Discuss with students how important it is to be able to describe somebody physically in order to identify them.

12. Play the audio and follow the script, help with vocabulary as needed.

13. Ask students to write down their answers and check them in pairs.

14. Play the conversations once more and discuss with the students where these people are, who they are, how they are describing that other person.