Unit5FunClubsSectionAGrammarFocus

Studentswillbeabletounderstandthemeaningandfunctionofthemodalverb“can”inexpressingabilities.

Studentswillmastertheaffirmative,negative,interrogativeformsof“can”andtheircorrespondinganswers.

Studentswilllearnsomevocabularyrelatedtoclubactivities,suchas“playtheguitar,”“drawpictures,”“singsongs,”etc.

1.TeachingKeyPoints

Thecorrectusageofthemodalverb“can”indifferentsentenceforms,includingaffirmative,negative,andinterrogativesentences.

Theapplicationof“can”todescribeabilitiesinthecontextofclubrelatedtopics.

2.TeachingDifficultPoints

Helpingstudentstouse“can”flexiblyandaccuratelyinreallifemunication,avoidinggrammarerrors.

Guidingstudentstoexpandtheirexpressionsaboutabilitiesandclubjoiningintentionsbasedonthelearnedgrammarandvocabulary.

Thisunit,“FunClubs,”iscenteredaroundthethemeofschoolclubs,whichiscloselyrelatedtostudents'schoollife.TheGrammarFocusinthissectionfocusesontheusageofthemodalverb“can”toexpressabilities,whichisacrucialgrammarpointinjuniorhighschoolEnglish.Itservesasafoundationforstudentstodescribetheircapabilitiesandpreferencesinvarioussituations,especiallywhendiscussingclubactivities.Thisnotonlyenrichesstudents'languageexpressionsbutalsohelpsthembettermunicateinreallifescenariosrelatedtohobbiesandextracurricularactivities.

StudentsinGradeSevenhavealreadymasteredsomebasicEnglishwordsandsimplesentencepatternsthroughprimaryschoollearningandthepreviousunitsofjuniorhighschool.Theycanmakesimpleselfintroductionsanddescribesomedailyactivities.However,theirunderstandingandapplicationofgrammarknowledge,especiallymodalverbs,arestillatarelativelybasiclevel.Althoughtheymayhaveageneralunderstandingofthemeaningof“can”insomesimplesentences,theymaynotbeabletouseitaccuratelyindifferentsentenceformsandreallifemunication.

教學(xué)環(huán)節(jié)一Warmingup

Leadin

Greetthestudentsandshowsomepicturesofstudentsparticipatingindifferentclubactivities,suchasamusicclubwithstudentsplayingmusicalinstruments,anartclubwithstudentsdrawing,andasportsclubwithstudentsdoingsports.

Askstudents:“Whatarethesestudentsdoing?Doyouknowwhatclubstheyarein?”EncouragestudentstoanswerinEnglish.Thenstartabriefdiscussionaboutschoolclubstheyknow,leadingtothetopicofthisclassusing“can”totalkaboutabilitiesinclubactivities.

教學(xué)環(huán)節(jié)二TeachingProcedures

Presentation

Writethesentence“Icanplaybasketball.”ontheblackboard.Readitaloudandexplaintostudentsthat“can”isusedheretoshowtheability.Thenchangethesentencetonegativeform“Ican'tplaybasketball.”andexplainthechangemethod.

Writetheinterrogativesentence“Canyouplaybasketball?”ontheblackboard,readit,andexplainthewordorder.Teachstudentstheshortanswers“Yes,Ican.”and“No,Ican't.”

you...?esimpleactionstoillustrate,forexample,doasimpledancemoveandsay“Icandance.”Thenaskastudenttodoanactionandguideotherstudentstoask“Canyou...?”andthestudenttoanswer.

Practice

you...?work:Dividestudentsintopairs.Eachpairgetsasetofflashcardswithpicturesofdifferentactivities(suchasplayingthepiano,swimming,running,etc.).Onestudentshowsaflashcardandaskstheother“Canyou...?”Theotherstudentanswersaccordingtotheiractualsituation.Thentheyswitchroles.

Groupwork:Dividestudentsintogroupsoffour.Eachgroupisgivenalistofclubnames(musicclub,artclub,chessclub,etc.).Groupmemberstaketurnstosaywhattheycandoandwhichclubtheycanjoin.Forexample,“Icansing.Icanjointhemusicclub.”O(jiān)thergroupmemberslistenandgivementsoraskfollowupquestions.

ListeningPractice

Playashortdialoguerecordingrelatedtoclubjoining.Thedialoguecontainsseveralsentencesusing“can”toexpressabilities.Forexample:

A:Hi,Tom.Whatclubdoyouwanttojoin?

B:Iwanttojointheartclub.

A:Canyoudraw?

B:Yes,Ican.Icandrawverywell.Whataboutyou?

A:Icanplaytheguitar.Iwanttojointhemusicclub.

Beforeplayingtherecording,askstudentstoreadthelisteningquestionsonthetextbookfirst.Thenplaytherecordingforthefirsttime,andstudentsjustlisten.Playitforthesecondtime,andstudentslistenandanswerthequestions.Checktheanswerstogether.

Consolidation

you...?can...ubRecruitment.”Dividetheclassroomintodifferent“clubareas”representingmusicclub,sportsclub,artclub,etc.Somestudentsactasclubrecruitersandstandintheirrespectiveclubareas.Otherstudentswalkaroundas“applicants.”Recruitersusesentenceslike“Canyou...?Ourclubneedsmemberswhocan...”toaskapplicants,andapplicantsanswertoshowtheirabilitiesandexpresstheirintentiontojointheclub.

Aftertheactivity,asksomestudentstosharetheirexperiencesofbeingrecruitersorapplicantsinfrontoftheclass.

Summary

Reviewthekeypointsofthisclasswithstudents,includingtheusageof“can”inaffirmative,negative,andinterrogativesentences,andhowtouseittotalkaboutabilitiesinclubrelatedtopics.Askstudentstosummarizeintheirownwordswhattheyhavelearned.

Emphasizetheimportanceofusing“can”correctlyinmunicationandencouragestudentstopayattentiontogrammarusageindailyEnglishle