A selection of English ESL can and can't printables

Worksheet to practice using can and can't. Includes revision of He She They

Write sentences with can and can't

Use of can/can't: students/pupils will have to used the modal auxiliary to listen to, speak about abilities using simple vocabulary. Speaking, writing, grammar, phonetic

Talents - Use of Can and Can't

20 questions to answer with can or can't. Choose all the possible answers. Explain why the other answers are wrong or silly. Review of animal names and body parts. There is a b&w version and a key.

Can and Can't Review + B&W + KEY 

I will share a Worksheet/LKPD or Student Worksheet for Class 8 Chapter II Submaterial Ability/Capability (Can). In this drill exercise, children are asked to determine whether to use "can (can)" or "can't (can't)" through the clue or key in the form of the image given. There are 10 questions given that must be completed by students.

worksheet kelas 8 materi "can and can't"

I created this game to give the usual can or can’t lesson a funny twist. I had a lot of games and material and exercises with various can or can’t sentences, so I picked some out and gathered them together on this grid. Print the grid and cut it out, put it in a bag and get the students to pick one each. You can either get them to do it themselves and “prove” to the class that they actually can do what the slip of paper they picked says, or you can get them to pick a random classmate and ask them the question on the slip of paper. The picked classmate will then need to prove to the classroom that they can or can’t do what the slip says.



The worksheet is editable so feel free to suit it to your needs. Enjoy!

Alice



Can and Can't game. Can you prove it?

You have some sentences with picture give,Pupils must write a verbs: swim, sing, skate, ski, dance, dive, drive, run

Write someting about what you can and can't

A video activity (https://www.youtube.com/watch?v=01GY7zYN-ps) about abilities for primary students. 



Pre-video activity: Recognize musical instruments and guess the meaning of ONE MAN BAND.



During video:Recognize character's abilities.



Post-video: Make sentences using connectors.

ABILITIES: ONE MAN BAND

A speaking activity for young learns to help them practice saying simple sentences using "can" and "can't".  Students can work in pairs or groups. 



The worksheet requires only one sentence of writing practice, as well as a drawing.  You can have students pick their favorite funny sentence to draw. 

I can but I can't - Dice Game

Students say whether sentences are true or false and answer questions with can/can't

Animals and abilities

B&w ws students  have to read and colour the picture, If kids can't read the teacher can  do it for them too.Sts have to practise:have/has got,colous and clothes vocabulary.

Dove and Mark.

There are 6 activities 1-match 2-read and complete with the right animal 3-complete the paragraph with the simple past form of the verbs in brackets 4-complete with the comparative form 5-complete with the superlative form 6-can or can\'t

A PICTURE OF MY FAVOURITE ANIMALS

This is a game I designed to use the vocabulary studied with "Monkey Puzzle" by Julia Donaldson.  First decide which characteristics rank first (for instance the animal that has the highest number of legs or eyes wins)

Deal the cards to the players.  The players can't choose the cards they want to play.  Each player takes their first card.  The one whose turn it is decides which characteristic they will play with.  Each player says what the characteristic of their animal is (It has four legs. / It can fly.)  The one who has the 1st-ranking characteristic takes the cards of the others.  In case some players are ex-aequo, the first player chooses another characteristic.

The player who ends up with all the cards wins. You can choose to make it shorter by set a time by which the game is over. Then the player with the highest number of cards wins.

Nature Challenge Game

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

351 Can and can't English ESL worksheets pdf & doc