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Unit 5 Fun Clubs
Period 3 Section A Grammar Focus-3d
一、教材分析
What: 语法内容是介绍情态动词can表示能力的使用规则，语篇为介绍多才多艺的好朋友Linda。
Why: 学生需学会正确的使用情态动词can表示能力，能够合理描述自己、他人或动物的能力，使语句流畅，表达合乎逻辑。
How: 第一部分通过分析总结所给例句，找到句中黑体动词，判断是否发生变形，了解情态动词的使用规律；第二部分通过习题练习进一步使学生熟练情态动词can的使用规则；第三部分通过篇章练习，介绍了多才多艺的好朋友。在介绍她时，采用了“总—分—总”的结构，该短文填空活动融合了系动词be和实义动词do以及情态动词can的使用，学生需要读懂上下文，用适当的词语补全短文；第四部分要求学生采访同学，主动开展交流，了解同学具备的才能和特长，增进同学之间的了解。
二、教学内容
1.情态动词can表示能力的使用规则。
2.能够准确理解和表达对不同动物或人的能力的描述。
3.了解周围同学的特殊才能，并用英语恰当地描述。
三、教学目标
1. 掌握以下重点单词及短语：
climb，can，speak French，speak Chinese，fly，swim，run fast，play ping pong，climb trees，more
2. 掌握下列句型：
①—Can you play ping pong？—Yes，I can./No，I can't.
②—Can he play the violin？—Yes，he can./No，he can't.
③—Can they play chess？—Yes，they can./No，they can't.
④I can run fast，but I can't swim.
⑤Emma can sing well，but she can't play any musical instruments.
3. 学生能够理解和使用情态动词can，提高语法的准确性。
4.能够发展逻辑推理能力，通过分析动物或人的特征来判断他们能做什么或不能做什么。认识到动物和人的能力在不同的文化背景下可能具有不同的重要性和评价标准。培养尊重生物多样性和人类多样性的意识，理解和包容不同个体的能力差异。
四、教学重难点
重点：
1．学生能够熟练掌握can和can't的基本用法和句型。
2．学生能够准确地描述不同动物或人的具体能力，并用can/can't正确表达。
难点：
1．学生能够区分细微的差别，并在不同的语境中正确使用can和can't。
2．学生能够理解某些动物或人的特殊能力，并用英语恰当地描述它们。
3．学生能够在实际交流中灵活运用can/can't来谈论动物或人的能力，而不仅仅是机械的记忆和背诵。
五、教学准备
图片，多媒体等。
六、教学过程
Step 1 Review & Lead in
Show students some pictures.Ask them to make sentences with can/can't.
【设计意图】通过看图造句的形式导入新课，引发学生思考，直接引入主题。
Step 2 Grammar（3a）
Work on 3a
1.Let students read the sentences in the grammar box and circle the verbs in bold.
2.Let students research in groups and find out the usage of can/can't by observing the changes of the verbs.
3.Let students share their discussion.
Summary
a．“Can” means “be able to”，and it is a modal verb，followed by the base form of a verb.
b．In negative sentences，add “not” directly after “can”，and it is abbreviated as “can't”，followed by the base form of a verb.
c．In questions，put “can” before the subject.
(When students share the answers and the teacher writes the rules on the blackboard，if necessary，correct their discussion at the same time.)
4.Give students 2 minutes to understand the rules and try to memorize.
【设计意图】通过小组讨论，进行观察和总结，帮助学生理解情态动词can的意义和用法。
Step 3 Practicing
Work on 3b
1．Let students match the numbers with the correct letters to make sentences.
2．Let students share their answers in class and the teacher helps to correct if necessary.
3．Ask students to remember some key phrases：climb trees，run fast.
(The teacher writes down the words on the blackboard.)
Work on 3c
1．Let students complete the passage with the words in the box.
T：Linda is talking about her abilities. Read the passage and fill in the blanks with the words in the box.
2．Let students share their answers in class and the teacher helps to correct if necessary.
【设计意图】通过练习，学生能对目标语法进行充分理解和掌握。
Step 4 Speaking
Work on 3d
1．Let students work in pairs to interview their classmates using the information in the chart.
T：What abilities do your partners have？What can they do？Ask them questions using the information here.You can use the sentence patterns on the blackboard.You have three minutes.Go!
2．Choose three or four students to give a report in front of the class.
【设计意图】对目标语言进行口头训练，培养学生的语言交际能力。
Step 5　Summary
Let students make a summary about what we learned today.
【设计意图】通过总结语法，学生能明确课堂任务。
Step 6　Homework
1．Let students ask two of their family members about the information in 3d and give a report the next day.
2．Do the exercises in students' workbooks.
七、板书设计
Section A Grammar focus-3d语法部分：a．can ＋ v.b．cannot＝can't　c．can't ＋ v.练习部分：重点短语：climb trees，run fast—Can you/he/she/we/they do…？—Yes，I/he/she/we/they can. /No，I/he/she/we/they can't.
八、教学反思

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