Act. One (p.40)
The students will practise the use of the modals can/could and their irregular forms by doing a
completion activity.
a. The League of Nations cannot impose economic sanctions on warlike nations.
b. Germany will be able to join the Security Council soon because it is the third economic
power in the world.
c. The UN General Assembly can only make recommendations to the
Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a permanent military force
yet.
e. Dag Hammarskjold, who served as Secretary General of the UN from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called ‘blue helmets’, can use force only for
temporary self-defence purposes. They can maintain peace, but they can not prevent war.
g. The United Nations Educational, Scientific and Cultural Organization
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(UNESCO) was able to launch its Peace Programme only after the end of the Cold War.
Act. Two (p.40)
In this activity, your students will identify the different functions that can be expressed by the
modals can and could. You can tell your students to write sentences of their own to express
the same functions using the same modals.
KEY
Column A Column B
1. Can you hear what he’s saying?
2. We could build a culture of peace
by being more tolerant.
3. Contrary to what some people
think, women can be tall
and strong.
4. “I’ve hurt her feelings. What shall
I do ?”
“Well, you could apologize to her.”
5. I wonder if you could come here
and talk it over.
6. At the age of 17, you can take
your driving licence
with your parents’ consent, but you
can’t vote.
7. Don’t lean out of this window;
you could fall down.
8. Can I help you?
a. ability
b. possibility
c. possibility
d. suggestion
e. request
f. permission
g. warning
h. offer
Act. Three (p.41)
The aim of this activity is to illustrate the idea of achievement inherent to the use of the irregular
form of can was able/were able to.
Example
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the end.
The answers are not necessarily the ones given in this key.
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the discussion.
You: The exercise was difficut, wasn’t it?
Your partner: Yes, we were able to solve it thanks to the collaboration of everybody.
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You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?
WRITE IT RIGHT(p.41)
Before setting the students to task, make sure you explain to them what the word prejudice
means. Brainstorm with them the types of gender/generational/racial prejudice that are most
common in our society. e.g., Women are not usually considered to be strong; men are thought as
effiminate if they speak softly; the elderly are supposed to be able to do nothing once they are
retired; the young are regarded as impulsive etc. The students should feel free to denounce the
prejudices they like.
Down with Prejudices
Do you think a woman can be tall and strong ?
Do you think she can be pretty and strong?
Do you think she can be a good mother and a bread winner ?
Do you think a man can be small and pretty?
Do you think he can speak softly and still be considered a man?
Do you think the elderly people can _____?
Do you think they _________________________ ?
Do you think young people can be young and wise?
Do you think they _________________________ ?
If you do, then you deserve to be called an unusual human being .
حل تمارين : ص 40 / 41 في الانجليزية الثانية ثانوي 
