Unit5 Fun Clubs Section A (3a-3d) 教学设计-2026-2027学年人教版英语七年级上册

Unit 5 Fun Clubs 

Section A (3a-3d)

I. Teaching Aims

1. Students can understand and use the modal verb "can" to talk about ability, and answer with Yes, I / he / they can. / No, I / he / they can't.

2. Students can notice, from the example sentences in 3a, that the verb after "can" does not change form, and can finish the matching task in 3b and the gap-filling task in 3c.

3. Students can ask and tell what they can or cannot do, interview two classmates in 3d, and give a short report about their abilities.

II. Key and Difficult Points

1. Key points: the form and use of "can" for ability, and the key words and phrases play ping-pong, play the violin, play chess, speak, swim, run fast, climb trees, play a musical instrument.

2. Key points: short answers with "can" - Yes, I / he / they can. / No, I / he / they can't.

3. Difficult points: not adding "-s" or "to" after "can" (no can plays / can to play); using "can / can't" to say what people can do in the report in 3d.

III. Teaching Tools

Textbook (Unit 5, Section A 3a-3d); blackboard and coloured pens; word cards of abilities and instruments (swim, climb, speak, run fast, play the violin, play chess); Grammar Focus example cards; a worksheet for 3b and 3d; a dictionary; a computer or PPT (optional).

IV. Teaching Procedures

Step 1  Lead-in  (5 mins)

1. The teacher asks a few students, "Can you swim? Can you play ping-pong?" and lets them answer "Yes, I can. / No, I can't." to bring back the words learnt in Section A.

2. The teacher writes some ability phrases on the blackboard and asks students to say "I can ..." or "I can't ..." about themselves.

[Purpose] This step wakes up the words and sentences from the last period and gets students into the topic of "ability" in a natural way.

Step 2  Observe and Discover (3a)  (8 mins)

1. The teacher asks students to read the sentences in the Grammar Focus box and find the words in bold: can / can't.

2. Students look at "Can you / he / they ...?" and the short answers, and at "I can run fast, but I can't swim." Then they answer the question in 3a: "Do they change form?"

3. The teacher helps students see the rule: after "can / can't" we always use the base form of the verb, and it does not change with the person.

[Purpose] Students find the rule by themselves from real examples, so the grammar is easy to remember. The teacher only checks and points out that "can" is followed by the base verb.

Step 3  Practise (3b)  (8 mins)

1. Students match the two parts and check in pairs. The answers are: 1 fish - C can swim; 2 duck - B can fly; 3 parrot - A can speak; 4 dog - D can run fast; 5 cat - E can climb trees.

2. Students then make more true sentences with "can", e.g. "A bird can fly. A horse can run fast."