A1 Lesson: Learning to Skateboard

Level: A1 (Beginner)

Content Objective: Students meet a young skater who talks about the tricks she can do and the tricks she can’t do yet, and they learn about practice and patience.

Language Objective: Students learn to use can and can’t to talk about ability.

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1. Reading Section

Hi! My name is Zoe. I am ten years old. I have a new skateboard. It is blue and yellow.

I practice every day after school. My big brother Max helps me. He is a good skater.

I can ride my skateboard fast. I can turn left and right. I can stop with my foot.

But I can’t do an ollie yet. An ollie is a jump. Max can do an ollie easily.

“Can you show me?” I ask Max. “Yes, I can,” he says. He jumps high in the air. Wow!

I try many times. I fall down two times, but I don’t cry. I stand up again.

“Can you do it now?” Max asks. “No, I can’t,” I say. “But I can try again tomorrow.”

Every day, I get a little better. I can’t do an ollie today, but I know I can learn it soon. Practice makes it possible!

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2. Vocabulary Section

Word / Phrase	Meaning	Example
skateboard	a board with wheels that you stand on and ride	I have a new skateboard.
practice	to do something many times to get better at it	I practice every day after school.
turn	to change direction	I can turn left and right.
jump	to push your body up into the air	An ollie is a jump.
easily	without difficulty	Max can do an ollie easily.
fall down	to drop to the ground by accident	I fall down two times.
stand up	to get up onto your feet	I stand up again.
try	to attempt to do something	I can try again tomorrow.

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3. Example Sentences (Target Grammar in Use)

• I can ride my skateboard fast.
• I can turn left and right.
• I can’t do an ollie yet.
• Max can do an ollie easily.
• “Can you show me?” I ask Max. “Yes, I can,” he says.
• “Can you do it now?” Max asks. “No, I can’t,” I say.

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4. Grammar Section

Can / Can’t for Ability

We use can to say that someone has the ability to do something, and can’t (cannot) to say that they don’t. Can and can’t do not change for he, she, or it — they stay the same for every subject.

Form	Use	Example
Subject + can + verb	something you are able to do	I can ride my skateboard fast.
Subject + can’t + verb	something you are not able to do	I can’t do an ollie yet.
Can + subject + verb?	a question about ability	Can you show me?
Yes, I can. / No, I can’t.	a short answer	“Can you do it now?” “No, I can’t.”

Quick Tip: After can and can’t, always use the base form of the verb, with no -s and no “to.” Say “She can jump,” not “She can jumps” or “She can to jump.” This rule is the same for I, you, he, she, it, we, and they.

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5. Comprehension Questions

A. True or False

1. Zoe’s skateboard is red and green.
2. Zoe can turn left and right on her skateboard.
3. Max can’t do an ollie.
4. Zoe does an ollie on her first try.

B. Short Answer

5. What three things can Zoe do on her skateboard?
6. Who helps Zoe practice, and what can he do?
7. What happens when Zoe tries the ollie?
8. What does Zoe mean when she says “Practice makes it possible”?

C. Fill in the Blank / Transform — Use can or can’t.

9. Zoe ___ ride her skateboard fast.
10. Zoe ___ do an ollie yet.
11. Max ___ do an ollie easily.
12. “___ you show me?” “Yes, I ___.”

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More A1 lessons are coming soon!