资源简介

教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 6 Electricity everywhere-Section 2 Exploring and applying rules (Grammar)
教学目标
1.1 Knowledge Objectives Students will be able to identify and understand the usage rules of modal verbs “can”, “may”, and “must”. Students can distinguish the differences in meaning and function among “can”, “may”, and “must” when expressing ability, permission, obligation, speculation, and judgment. 1.2 Ability Objectives Enable students to use “can”, “may”, and “must” accurately and appropriately in oral and written English to express their ideas, such as talking about what they are able to do, what they are permitted to do, and what they are obliged to do. Develop students' language sense and the ability to analyze and solve problems related to grammar usage through various exercises and practical activities. 1.3 Emotional Objectives Foster students' interest in learning English grammar by creating vivid and practical learning situations. Encourage students to actively participate in class discussions and group activities, enhancing their sense of cooperation and communication.
重难点
2.1 Teaching Key Points Systematically review and summarize the usage rules of modal verbs “can”, “may”, and “must”. Guide students to practice and master the correct usage of these modal verbs in different contexts. 2.2 Teaching Difficult Points Help students clearly distinguish the subtle differences in meaning and usage among “can”, “may”, and “must”, especially in cases where the semantics seem similar. Enable students to flexibly and accurately apply these modal verbs in real - life communication and writing.
教学过程
教学环节 学习活动（包含设计意图）
Lead - in (5 minutes) Activity: Show some pictures related to electricity usage, such as using a computer, turning on a light, or charging a phone. Then ask students to describe what they see in the pictures using simple sentences. For example, “I can see a boy using a computer.” “We can turn on the light with a switch.” Design Intent: Activate students' prior knowledge related to the unit topic “Electricity everywhere” and create a relaxed atmosphere for the class. At the same time, introduce the modal verb “can” implicitly to arouse students' interest in the grammar content to be learned.
Knowledge Presentation (10 minutes) Explanation of “can”: Show some more sentences on the PPT: “I can play the piano.” “Can you speak English ” “The little boy can't ride a bike yet.” Explain that “can” is used to express ability. In the positive sentence, it shows that someone has the ability to do something. In the interrogative sentence, it is used to ask about someone's ability, and in the negative sentence, it means someone doesn't have the ability to do something. Give students some time to make their own sentences using “can” to express ability and share them with the class. Explanation of “may”: Present sentences like “May I have a glass of water ” “You may go home now.” “He may not come to the party tonight.” Explain that “may” is often used to ask for permission or give permission. In the interrogative sentence, it is a polite way to ask if one is allowed to do something. In the positive sentence, it means someone is permitted to do something, and in the negative sentence, it means someone is not permitted to do something. Also, mention that “may” can be used to express possibility, as in “He may not come to the party tonight.” Let students role - play asking for and giving permission using “may”. For example, one student acts as a teacher and the other acts as a student asking to leave the classroom. Explanation of “must”: Display sentences such as “You must wear a helmet when riding a bike.” “We mustn't waste electricity.” “Must I finish my homework now ” Explain that “must” is used to express obligation or necessity. In the positive sentence, it indicates that something is necessary or required. In the negative sentence, “mustn't” means something is prohibited. In the interrogative sentence, it is used to ask if something is necessary. Have a short discussion with students about some rules in school or daily life that can be expressed using “must” or “mustn't”. Design Intent: Present the usage of each modal verb in a clear and step - by - step way, combining examples with explanations. Through students' own sentence - making and role - playing, they can have a more intuitive understanding of the meaning and usage of these modal verbs.
Practice (15 minutes) Exercise 1 - Fill in the blanks: Distribute handouts with sentences that need to be filled with “can”, “may”, or “must”. For example: ____ you swim ____ I use your pen We ____ protect the environment. Students ____ not eat in class. He ____ be at home, but I'm not sure. After students finish, go through the answers together, asking students to explain why they choose a certain modal verb. Exercise 2 - Group discussion: Divide students into groups of four. Give each group a topic, such as “Rules in an electricity - related exhibition hall”. Each group needs to make a list of rules using “can”, “may”, and “must”. For example, “You can't touch the electrical equipment without permission.” “Visitors may ask the staff for help.” “Everyone must follow the safety instructions.” Each group presents their list to the class. Design Intent: The fill - in - the - blanks exercise helps students practice using these modal verbs in a more individual way, strengthening their understanding of grammar rules. The group discussion and presentation allow students to apply the grammar knowledge in a practical and communicative context, and also improve their cooperation and communication skills.
Production (10 minutes) Writing task: Ask students to write a passage about “Safety Rules for Using Electricity at Home”. They need to use at least three sentences with “can”, “may”, and “must” respectively. For example, “We must turn off the electrical appliances when we don't use them.” “You can ask your parents for help if you find something wrong with the electrical equipment.” “May I change the light bulb by myself No, you may not. It's dangerous.” After students finish writing, ask several students to read their passages aloud. The teacher gives comments and corrections in terms of grammar usage, content, and language expression. Design Intent: This writing task integrates the grammar knowledge with the unit topic, enabling students to comprehensively use what they have learned about modal verbs. The reading - aloud and commenting process can further improve students' writing and speaking abilities.
Summary and Homework (5 minutes) Summary: Summarize the key points of the usage of “can”, “may”, and “must” with students, emphasizing the differences and commonalities. Review the important sentences and expressions that students have used in class. Homework: Ask students to write a short passage about “Rules in My School” using “can”, “may”, and “must”. They should write at least 80 words. Ask students to find more examples of the usage of these modal verbs in English articles, movies, or TV shows and share them in the next class. Design Intent: The summary helps students review and consolidate the knowledge learned in class. The homework tasks can further strengthen students' understanding and application of modal verbs, and also encourage them to learn English from various resources.

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