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        Unit 3 Can you play the guitar?
   单元语法复习与自测的教案(曲师大附中 滕景华 ) 
【教学目标】
通过本节课的学习，学生能：
1、巩固本单元所学的表示能力的单词、短语及情态动词can表示“能力”的用法。
2、正确运用can引导的一般疑问句、what引导的特殊疑问句及相关陈述句与同伴就询问爱好、特长的话题进行交流。
3、能运用所学，根据要求写出一则招募广告。
4、拓展视野，了解国外学校生活，并通过谈论彼此的特长与爱好，加深了解，增进友谊并增强自信。
【重点、难点】
情态动词can表示“能力”的语法功能与句式结构。
【课型】
语法复习课
【教学工具】
多媒体、实物投影、3个网球
【教学过程】
Step 1: Greetings
T: Class begins.
S: Stand up.
T: Good afternoon, class!
Ss: Good afternoon, teacher!
T: Nice to meet you!
Ss: Nice to meet you, too!
设计意图：因为是借班上课，所以教学对象为首次谋面的新学生，彼此很陌生，我希望通过简短的问候和互动打破师生之间的不自然和陌生感，并营造英语氛围。
Step 2: Presentation
T: Look! What’s this?
Ss: It’s a (tennis) ball.
T: Can you do this? （老师将一个球扔上，然后接住。）
Ss: Yes, I can. / No, I can’t.
T: Can you do this? （老师示范三个球的玩法。）
Ss: No, I can’t.
设计意图：这里没有采用课件和多媒体，仅仅通过玩游戏的形式呈现新课，是为了进一步拉近师生之间的距离，营造话题氛围，并让学生直观地感受can表示能力的用法。
Step 3: Listen and guess
T: I can but I can’t do it well. What can you do?（找几组同学单独交流）
Now I know a lot about you. Some students can play the piano. Some can play the guitar. That’s great. I have some friends and they can play some of the instruments. Let’s listen and guess: What can they do?
设计意图：通过师生交流，进一步了解教学对象，同时让学生复习本单元学过的表示个人能力的词汇和短语，唤醒已知，铺垫课堂。然后，通过“听—猜”的游戏再次激趣，并突破功能句“What can you / he / she / they / it do?”。
Step 4: Reading
1. Fast reading
T: I have two pen pals. They are from America. （展示二人照片）Who are they?
Do you want to know? Read the passage and tell me the answer.
设计意图：学生快速阅读课文，找出两人名字。教师渗透快速阅读策略：先读问题，再读文章，锁定关键词——人名。
2. Careful reading
So their names are Bob and Linda. Read the passage again and answer the following two questions:
①    What can they do?
②    What club does Linda want to join?
Ss: Bob can swim and play baseball. Linda can sing and dance.
Ss: Linda wants to join the kung fu club.
T: Do you like Chinese kung fu? By the way, do you have a kung fu club in your school?
Ss: No.
T: I’m sorry you don’t have a kung fu club. But in America, they have many clubs at school, such as the basketball club, the art club, the animal club, and even the cooking club. What club do you want to join?（板书）
S1: I want to join the art club.
T: Can you ask?
S1: What club do you want to join?
S2: I want to join the basketball club.
T: Please ask and answer in pairs.
设计意图：短文阅读，一般通过“wh-”问题来掌握文章细节，引导学生在语篇情境中加深对语法功能的理解，完成阅读任务，提高阅读能力，突破can的肯定句式和“What club do you want to join?”。同时介绍国外学校中开设的各种社团，拓展学生视野，渗透文化差异。
Step 5: Listening
T: What club do I want to join? Can you guess?
Ss: …
T: I want to join the animal club. I love animals very much and my favorite animal is the dolphin. Watch the video and tell me:
What can the dolphin do?
Ss: The dolphin can swim.
设计意图：由听入手，学生重温can的一般疑问句句式及其肯定、否定回答。根据提供的图片，生生训练，夯实所学。
Step 6: Practice
1. Group work
T: Can the bird fly?
Ss: No, it can’t.
T: Can you ask and answer in pairs according to the model?
Ss: Sure.
T: Please talk about the pictures in pairs. （找几组同学进行展示）
Can you say something about the picture? （依次出示三组图片）
They can play chess, but they can’t play Chinese chess. I can play Chinese chess, but I can’t play chess. What about you?
Ss:…
2. Please fill in the blanks with “can” or “can’t”.
3. Rewrite the sentences according to the model.
设计意图：图片展示，创设真实的情景，学习如何运用情态动词can，讨论个人能力。任务 
设置从口头到笔头，层层递进。
Step 7: 观察与思考
【can的才艺展示】can 译为“______”，可用来谈论某人的____。
【can的个性展示】
1. 没有______ 和______的变化。
当can与动词一起在句中作谓语时，无论主语是第几人称，单数或复数，can不发生任何变化。
2. 与 _______“形影不离”。
在句中，can不能独立作谓语，必须与动词原形共同充当句子的谓语。
设计意图：在感知大量的含“can”的句子之后，引导学生学会归纳总结，提高综合运用能力。
Step 8: Talking
Please say something about the picture.（学生自由发言）
设计意图：提供真实的情景，让学生学习之用，同时渗透情感教育“相信自己，努力就有可能。”
 Step 9: Writing
1. Fill in the blanks and complete the poster.
T: We can use “can” to talk about people’s abilities and we can also use it to write a poster. Please read the poster and fill in the blanks with the words in the box. (Check the answers and read the passage together.)
 Now let’s look at the structure and learn to write a poster.
设计意图：创造性的使用教材，通过设置不同的学习任务，培养学生信息提取和信息加工的能力，同时也为下一步的教学任务做好铺垫。
2. Writing
 When we write a poster, first of all, we need to write the title. Secondly, we need to write about the requirements and we use a lot of general questions. Thirdly, we need to write the ways of contact. Can you write a poster for the school music festival?
设计意图：读后，引导学生分析语篇的结构，授之以渔，提高学生的综合语用能力。将写作作为最后的输出，也是对本堂课学习的情况的一种终结性评价。
Step 10: Homework
Level A: Make a poster for the coming sports meeting.
要求：我校即将举办春季运动会，学校委托体育中心的李老师招募一批优秀的运动员，请你设计一则招聘广告。
Level B: Write a short passage about what you can do and what you can’t do. ( 40 words)
设计意图：最后的作业环节是分层要求，学生可根据自己的实际情况选择适合自己的作业，巩固所学，以保证教学实效，体验成功。