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中小学教育资源及组卷应用平台
Unit 5 Fun Clubs
Section 3 Grammar Focus
Content Analysis
This page centres on teaching the modal verb “can” for expressing ability, designed for junior high school students. It adopts a multi-activity structure to help learners master“can” in affirmative, negative, and interrogative forms.
First, activity 3a lets students recognise that “can” doesn’t change form regardless of the subject by highlighting bolded verbs in sample sentences, laying a grammar foundation. Activity 3b connects animals with their abilities through matching, contextualising “can” and encouraging students to create new sentences. Activity 3c integrates “can” into a passage about a friend’s abilities, synthesising grammar with discourse. Activity 3d turns “can” into a communication tool via interviewing classmates and reporting results, promoting authentic interaction.
Linguistically, it focuses on “can” and vocabulary related to abilities and animals. Pedagogically, it integrates four language skills, follows an input-to-output cognitive progression, and keeps content relatable, helping students master “can” in form, meaning, and use.
Learning Objectives
By the end of this section, students will be able to:
1. use “can” (affirmative, negative, interrogative) to describe abilities correctly;
2. master ability-related words/phrases (e.g., play ping-pong, speak languages) and animal behaviour terms;
3. identify “can” in texts, write/create sentences with “can”, and use it in interviews/reports;
4. recognize “can” expresses ability and its role in daily communication.
Focal and Difficult Points
Focal Points
1. Understand that “can” doesn’t change form and use it in positive, negative, and question structures.
2. Use “can” in matching, writing passages, and interviews to connect grammar with communication.
Difficult Points
Use “can” correctly in longer writing and speaking.
Speak fluently with “can” when doing interviews and reports.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Lead-in Play the Doraemon video clip and ask students, “What can the characters in it do ” Watch a short video and find out Doaremon’s ability. To stimulate students’ learning interest.
Step 2 Grammar learning 1. Ask students to read the sentences in 3a aloud together, and pay attention to the bolded verbs. Ensure they can understand the meaning of the sentences. 2. Ask students to think and answer the following questions: 1)What kind of verb is “can” What does it express 2)Does “can” change its form with different subjects 3)Observe the verbs after “can”—what rule can you find 3. Ask students to complete the task in 3b. After that, guide them to summarise the sentence structures of “can” (affirmative, negative, interrogative). 4. Continue with the situation of “recommending a friend named Linda as an assistant”. Guide students to finish the task in Exercise 3c. 1. Read the sentences in 3a aloud together and pay attention to the bolded verbs. 2. Think and answer the questions. 3. Complete the task in 3b. And then summarize the sentence structures of “can”. 肯定句: 主语+ can+动词原形+其他 否定句: 主语+ can not/can’t +动词原形+其他 一般疑问句: Can+主语+动词原形+其他？ Yes, 主语+can. No, 主语+can’t. 特殊疑问句: 特殊疑问词+ can+主语+动词原形 4. Complete the passage with the words in the box (3c). Check the answers and explain their reasons. To guide students to actively explore grammatical rules and apply them.
Step 3 Applying Ask students to interview their classmates, tick the abilities their classmates can do, and then give an oral report. Provide clear rules, useful expressions, and evaluation standards to support students in completing the task. Work in groups to conduct interviews first, then give an oral report using the learned rules and useful expressions. Possible version: Dear teachers and classmates, today I interviewed three of my classmates about their abilities. Here’s what I found: One classmate can play the piano very well; another can speak English fluently; the third can swim and play basketball. I think their abilities are impressive! To help students apply what they have learned to real communication.
Step 4 Homework 1. Ask students to draw a mind map for “can” (covering form, usage, examples). 2. Ask students to prepare a short intro of their favourite school club as homework and share it next lesson. 1. Draw a mind map of the modal verb “can”. 2. Prepare a short intro of their favourite school club and share it next lesson. To help students consolidate what they have learned.
Blackboard Design
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