Unit 3 Language in use课件配套优秀教案案例

Teaching content: Module 2 What can you do? Unit3

Language in use

Teaching aims:

1.

To sum up and practise the useful expressions about “can”.

2.

To learn about and enjoy more language knowledge in the world. 3.

To make a poster for a club in groups by cooperation. Main points: To sum up and practise key points about “can” correctly. Difficult points: To make a nice poster for a club in groups well. Lesson type: grammar and writing Teaching method: task-based approach, communicative approach, cooperative approach Learning method: work in pair, work in group Teaching aids: ppt, poster paper, color pens Teaching steps: Step 1 Free talk A:Can you tell me six official languages in the United nations? B: Yes, I can. They are Chinese, English, Spanish, French, Russian, Arabic. Step 2 Enjoy and say (listen to the different songs in different languages and make sentences with “can/can’t”.

I can speak…/I can’t speak…

Step 2

work in pairs(ask and answer with pictures) T:Can you speak English? S: Yes, I can.I can speak English. T: Can you speak French? S:No, I can’t.I can’t speak French.

A：Can you swim/ cook/play table tennis/play the piano/ ride a bike/fly a kite/? B: Yes, I can. I can…/ No, I can’t.I can’t…

Step 3 sum and explain 情态动词can的用法

一、基本用法

1. 表示能力（如体力和脑力方面），意为“能,会”等通常后接动词原形。例如：

I can speak English, but I can’t play the piano.

我会说英语，但我不会弹钢琴. 2.表示请求或允许(和may意思相近)，意为“可以”

，多用在口语中；用于疑问句中用来提出要求;用于否定句表示不允许。

Can you help me, please? 请你帮助我好吗？（表示说话人的请求）

Can I help you? 我能帮助你吗？（用来征求对方是否允许自己做某事）

You can’t play basketball. 你不能玩篮球。

3. 表示客观可能性, 意为“可能”. He can be at home now.

他现在可能在家。

4. 表示怀疑。表示惊异、不相信等语气(用于疑问句、否定句或感叹句中), 意为“会, 可能”。例如：

Can it be true? 那会是真的吗？

二、句式变化：

He can swim. →

He can’t /can not swim.

→

1. 在变否定句时，直接在can后加上“not”,可缩写成can’t或cannot。

I can see an orange on the table.

→ Can you see an orange on the table?

→2.在变一般疑问句时，直接移到主语前（原主语的首字母改成小写，第一人称应变为第二人称）即可。

→ 3.用Yes, OK或Certainly等作肯定回答；

用No或Sorry等作否定回答。

Step 4

Practise

Complete sentences with can or can’t.

1-

_____ you swim? – Yes, but I_____ swim well. 2-

Are you coming with us? – sorry, I______ ride a bike. 3-

What ______ the new cleaning monitor do for us? -

He ______ make our classroom tidy.

4-

_______ you play the piano for us? -

Sorry, I _____ play the piano, but I______ sing for you. Step 5知识拓展:Can和be able to 的比较

-

can和be able to的相似点:

-

can和be able to都有表示“能力”的意思。

-

can和be able to的区别: -

Cats can catch mouses.

We are able to ride bikes. -

→1.can 用来表示人或物生来就有的能力，

-

而be able to用来表示人后天习得的能力。

→2. can没有人称和单复数的变化，can 的过去式为could;be able to有人称、时态、单复数的形式变化。

Step 6 Complete the sentences with the correct form about “be able to ”or “can”

1.He ______ do well in the English exam. 2.We _________

travel around the world one day. 3._____ you speak Chinese ? 4.She _________ play the piano well at 12. 5.Sheep _____ eat

the grass quickly.

Step 6 Task in class （make and show）

1. I am the head of music club,we need more students to join us,so we make a poster for my club.Can you make a poster for your club?

2.Give an example poster for the music club and lead students to Get the key information about the poster and show tips. Tips:1)Choose a good name for your club. 2)Choose a day and time for the club. 3)Try to write something to invite people to join the club. 4)Draw a picture about your club on the poster. 3.Show wonderful posters and music for students, They work in groups to make a new poster .10 minutes later ,students show their works in class. Step 7 summary (the best group for group 4) Step 8 homework 1．

Do a survey with your parents and friends and write down what they can or can’t do in a passage .(at least

5 people)(all) 2．

Show your posters at school and talk about it to invite people to your club.(part) Blackboard design: Module 2 Unit 3 language in use A：Can you swim/ cook/play table tennis/play the piano/ ride a bike/fly a kite/? B: Yes, I can. I can…/ No,

I can’t.I can’t…

教学反思：本节课做的好的方面是：

1.导课时能搜集六种联合国官方语言的音乐和图片素材，既激发了学生的学习兴趣，又渗透了文化意识，效果较好；

2.在can用法的挖掘上，既在全面讲解时使用了演绎法阐明不同语境的不同意思，还用归纳法引导学生发现不同句式转换的规则和方法，更在知识拓展的深度上加了can 与be able to 的用法区别，做到讲练结合、精讲精练，突出了复习课的课型特点；

3本节课的活动任务是引导学生为各自的俱乐部制作海报宣传，我先展示了一个标准海报内容，引导学生观察总结海报内容特点的基础上给出提示信息，又分享了各种精美的英文海报，在孩子们分工合作时，播放了旋律优美的英文歌曲为孩子们营造良好的学英语氛围。

本节课值得改进的方面是：

1、

在学生做练习时的呈现方式可以更优化，用can或can’t 填空应让学生起立发言，并说出解题思路，效率更高；而在用be able to 或can 适当形式填空时，应让学生上黑板书写答案，内容更简洁，效果更出彩。

2、

当学生合作分工制作海报时，我应巡回指导更高效的制作方法，比如根据特长要明确分工，设计思路要集思广益，选择合适的展示人选，在上台展示前应梳理好思路，确保上台展示的良好效果，然后将展示完的作品粘贴在黑板上作为板书设计的一部分，效果会更好。