Unit 5 Fun Clubs Lesson 3 Section A (3a～3d)教学设计 2025-2026学年人教（2024）版七年级英语上册

新人教版七年级上册英语Unit 5 Fun Clubs - Lesson 3 Section A (3a-3d)教学设计 Ⅰ. Overall Grasp of Teaching Content Core Literacy Objectives 1. Language Competence - Master the basic usage of the modal verb "can" (e.g., expressing ability) and use it correctly in sentences like "I can play soccer" or "A fish can swim." - Use "can" to describe others’ abilities fluently in oral discussions and simple written tasks; read and understand short passages containing "can" without difficulty. - Recognize that verbs after "can" remain in their base form (no tense/number changes) and apply this rule to complete exercises (e.g., 3a, 3b). 2. Cultural Awareness - Understand that talking about personal abilities is a common way to join clubs in English-speaking contexts (e.g., "I can play the guitar" helps choose a music club); learn to communicate politely when discussing abilities (e.g., "Can you sing?" instead of "Do you sing?"). - Recognize that club participation values diverse abilities (e.g., swimming, speaking, running) across cultures, fostering respect for others’ skills. 3. Thinking Quality - Develop inductive thinking: Summarize the usage of "can" (e.g., "can + base verb") by analyzing example sentences and exercise results, instead of passively memorizing rules. - Cultivate logical thinking: Link abilities to relevant club activities (e.g., "can swim" → swimming club) when discussing group reports in 3d. 4. Learning Ability - Actively participate in pair work (3b) and group interviews (3d); collaborate with peers to check answers and practice "can" sentences. - Reflect on mistakes (e.g., adding "-s" to verbs after "can") and correct them with teacher/peer guidance, building basic autonomous learning habits. Key & Difficult Points - Key Point: Correctly use "can" to express abilities (oral/written) and recognize that verbs after "can" stay in base form. - Difficult Point: Understanding the core meaning of "can" (ability) and applying it to describe others’ skills accurately (e.g., "A parrot can speak" not "A parrot can speaks"). Teaching Aids PPT (with pictures of animals/club activities), worksheets for 3a-3d, small whiteboards (for group reports). Ⅱ. Basic Teaching Design 1. Teaching Procedure Step 1: Lead-in (5 mins) - Teacher’s Activity: Greet students warmly ("Good morning! What do you like to do after school? Do you like playing soccer or singing?") Then ask: "Have you ever joined a school club? What club? What can you do in that club?" - Students’ Activity: Share hobbies and club experiences (e.g., "I joined the art club—I can draw pictures."). Design Intention: Starting with students’ daily hobbies and club experiences makes the lesson relatable. It eases anxiety and naturally leads to the topic of "abilities," which is closely tied to "can"—the grammar focus of the lesson. Step 2: Work on 3a (8 mins) - Teacher’s Activity: Write 2-3 example sentences on the board ("I can play soccer. She can sing. A dog can run fast.") and explain: "‘Can’ tells us what someone/something is able to do." Ask students to find the bold verbs in 3a and ask: "Do these verbs change? (e.g., ‘swim’ not ‘swims’) Why?" Then guide the class to read 3a sentences aloud. - Students’ Activity: Identify verbs in 3a, discuss verb forms with neighbors, and read sentences together. Design Intention: Using simple examples on the board makes "can" rules visual and easy to follow. Asking students to find verb patterns (no changes after "can") encourages inductive learning—they remember rules better when they discover them themselves. Reading aloud reinforces correct pronunciation and sentence rhythm. Step 3: Work on 3b (7 mins) - Teacher’s Activity: Explain the 3b task: "Match the two parts to make sentences (e.g., ‘A fish’ + ‘can swim’). Then, work with your partner to make 2 new sentences—use things you can do or animals can do." After 5 minutes, check answers as a class and invite 2 pairs to share their new sentences. - Students’ Activity: Complete matching independently, create new sentences with partners, and share with the class. Design Intention: Matching exercises provide controlled practice to巩固 (consolidate) "can" usage. Creating new sentences lets students apply the rule to their own lives (e.g., "I can play the piano")—this turns abstract grammar into practical language. Pair work also encourages peer support. Step 4: Work on 3c (7 mins) - Teacher’s Activity: Hand out the 3c worksheet (a short passage with blanks for "can" or base verbs). Say: "Read the passage and fill in the blanks with words from the box. Think about ‘can’—what form should the verb be?" After students finish, ask 2-3 to read the passage aloud and discuss: "What abilities does the passage talk about?" - Students’ Activity: Fill in the passage, read aloud, and discuss key abilities (e.g., "The girl can dance"). Design Intention: Passage filling connects single sentences to a coherent text, helping students use "can" in context (not just isolated sentences). Reading aloud lets the class check for mistakes together, and discussing abilities reinforces the lesson’s core focus. Step 5: Work on 3d (10 mins) - Teacher’s Activity: Divide students into groups of 4-5 and assign each group a club (e.g., music club, sports club, art club). Say: "Interview your group members: ‘Can you play the guitar?’ (for music club) or ‘Can you run fast?’ (for sports club). Write down their answers, then prepare a short report: ‘In our group, Tom can play the guitar…’" Walk around to help with interviews. - Students’ Activity: Conduct group interviews, take notes, and prepare/share reports. Design Intention: Interviews make grammar practice interactive and fun—students use "can" to ask real questions about peers’ abilities. Preparing reports requires them to organize information logically (e.g., listing names and abilities), which builds both language and thinking skills. Group work also fosters cooperation. Step 6: Summary & Homework (3 mins) - Teacher’s Activity: Summarize: "Today we learned to use ‘can’ to talk about abilities—remember, verbs after ‘can’ don’t change! Homework: Write a 3-sentence paragraph about a club (e.g., ‘The soccer club is fun. I can play soccer there. My friend can kick the ball far.’)." - Students’ Activity: Take notes on homework and repeat "can + base verb" to remember the rule. Design Intention: A quick summary reinforces the key grammar rule. The homework is simple but targeted—writing about a club connects to the unit theme and lets students practice "can" independently. 2. Blackboard Design Unit 5 Fun Clubs Section A: How do you choose a school club? (3a-3d) Grammar: Can (for ability) Rule: can + base verb (no changes!) Examples: - I can play soccer. - A fish can swim. - What can you do? - A duck can fly. -------------------------------------------------------------------------- Key Words: climb, more 3. Teaching Reflection This lesson focused on "can" for abilities, and the step-by-step design worked well. Students were most engaged during the 3d group interviews—they loved asking peers about their skills, and many used "can" correctly (e.g., "Can you draw?"). The 3a verb analysis also helped most students understand that verbs after "can" don’t change—by the end of 3b, few made mistakes like "A parrot can speaks." However, there were small issues: A few students struggled to connect "can" to club activities (e.g., they made sentences about animals but not clubs). Next time, I’ll add a quick "club-ability match" (e.g., "music club → can sing") before 3d to link grammar to the unit theme. Also, some students stumbled over writing the homework paragraph—next lesson, I’ll start with a quick share of 1-2 good paragraphs to give examples. Overall, the lesson met its core literacy goals—students can use "can" to talk about abilities, and they participated actively. With small adjustments to link grammar to clubs more closely, future lessons will be even more effective. 学科网（北京）股份有限公司 $