+情態(tài)動詞can+教學設(shè)計 人教新目標Go+For+It!英語八年級上冊

一．教學基本信息NameObjectEnglishTopic情態(tài)動詞canTime二．教學分析ContentOfTheCoursesInthefirstlearning,weonlybrieflyunderstoodwhatthemeaningofcanis,anddidnothaveaclearunderstandingofitsexactuse.Inthislessoninthefirstsemesterofeighthgrade,weneedtolearnhowthecanmodalverbisdifferentfromotherwords,aboutitspasttense,andhowthephraseisdifferentfromotherphrases."Theusageof"can"isvariedandslightlycomplex,butitisaverycommonmodalverbexpressioninouroralexpressions.Inordertobetterusethismodalverbinlife,andcanmasteritschangeablecharacteristicsintheprocessoflearning,thislessonwillexplainflexiblyfrommanyaspects,andanalyzeitsusageindetail.PupildescriptionAfterthefirstyearofelementaryEnglishstudyinjuniorhighschool,studentsinGrade8haveacertainfoundationofgeneralgrammarandlanguagesense.Ialsohaveabasicgraspoftenses,butIamnotveryfamiliarwiththeusageofmodalverbsorhigherpartsofspeech.Atthistime,weshouldexplaintheusageofcan,asimpleandpracticalmodalverb,inaflexibleandsimpleway,insteadofmakingitcomplicated,sothatstudentsmayhavedifficultiesandwithdrawintheprocessofmasteringnewknowledgepoints.Inaddition,theusageandunderstandingofcanoftenappearinthemiddleschoolentranceexamination,soweshouldunderstanditsimportance,andinformstudentsofitsfrequency,manytimes,sothatstudentshavethepsychologicalpreparationtomasterthekeyknowledgecontent.三．教學目標確定TeachingobjectivesKnowledge

objectivesThroughthestudyofthislesson,wecanlearnthebasicusageofthemodalverbcanaswellasseveraldifferentusesofitspasttenseandvariouswaysofunderstandingitsmeanings.Inthelearningprocess,itispossibletobringthecolloquialassociationsthatoftenappearinlifeintothecourse,soastobemorecomfortableandrelaxed,furthermastertheexistingknowledgecombinedwithexperienceandsupplementthepastknowledge.CompetenceobjectivesAftermasteringmoreusagesofcan,IcandaretouseitfreelyincompositionsandoralEnglishindailylife.Icanspeakboldlyandcommunicatewithpeoplemore,sothatitcanexistnotonlyinwriting,butalsoindailylife.IcanintegrateEnglishknowledgeintodailylifeandmakeitmorecolorful.QualitytargetInthestudyofthislesson,Ihopethatthroughtheuseofcaninthechurchandtheuniqueteachingmethodsandexplanationmethods,studentscanenhancetheirself-confidenceinlife,andbravelysay“Ican”towhattheycandoand“can’t”whattheydon'twanttodo,bravelyrefuse.Whenindoubt,taketheinitiativetoaskforhelp,sothatstudentsinlifemoreconfident,morestudious.TeachingimportantanddifficultpointsLearntocommunicatecorrectlyincanandmasterthevarioususesofcould.四．教學策略DesignideasFortheeighthgradeadolescentchildren,themindisverysensitiveatthistime,oftenbecauseofsomethingsarehit,sonotconfident,maybebecauseofgrades,mayalsobebecauseofexternalfactors,etc.,thesewillaffectthechild'sself-confidenceandleadtothechild'sweakcharacter.Ihopethatthroughtheexplanationofthemodalverbcaninthislesson,studentscanunderstandthatinlife,wecanboldlyshowwhatwearegoodat.Ifwewanttoshowwhatwearenotgoodat,wecanbravelysay"Icantry",wecanbravelyexpressourselves.Whenwearenotwillingtodoit,ifothersaskus,Wealsohavetobebravetorefuse,say“no,Ican'tdoit",recognizethatsomethingiswrong,havetheabilitytodistinguishandrefuse.Whentherearemanyquestionsinstudyorlife,studentsmaybetooshytoaskquestions,hopingtopassthislesson.Thelearningofmodalverbcanletsthemknowthatwecanusecantoraisequestionsandaskothersforhelptosolveproblemsinourdailylife.Therefore,inadditiontolearning,weshouldpaymoreattentiontostudents'psychologyandlife.五．教學過程StagesTeachingActivitiesPurposes課程導(dǎo)入Teacher:Helloeveryone,todaywearegoingtoenterthemodalverbCanlearning,hopetohavealreadylearnedonthebasisofmoreimportantknowledgeforyou.Inadditiontothesimpleknowledge,themoreimportantthemeofthelessonisdirectlyexpressed,sothatstudentscanfocustheirattentionandprepareforthebeginningoftheclass正式教學Teacher:Weusecantosaythatsomethingispossibleorallowed,orthatsomebodyhastheabilitytodosomething.Weusecan+infinitive(cando/canseeetc.)Activityone：Choosetwosentencesandsaythemaloudandconfidently.Afterthestudentfinishedreading,theclassandtheteacherapplaudedandpraisedhim（/her）Wecanseethelakefromourhotel.Canyouspeakanyforeignlanguages?。Teacher:Thankyouforyourconfidentreading,whichprovesalotofthingsweshouldhavemoreconfidence,tellourselves:Icandoit!Teacher:Thenegativeiscan't(=cannot)I'mafraidIcan'tcometothepartyonFriday.Activitytwo:Theteacheraskedtwoquestionsandaskedtwostudentstoanswerthem.Q1:It's10o'clockatnight,andamiddle-agedwomancomesuptoyouandasksforhelp,"Ihaveapaininmystomach,canyouhelpmehome?It'snotfarahead."A1:"No!Ican't.It'stoolate.Icancallthepolice."Teacher:Becauseweakpeopledon'tchooseanotherweakpersonforhelp,thissituationisdangerous!Q2:Today'sassignmentisverydifficult,youhavebeenwritingforalongtime,andthenaclassmatesays,"Canyougivemeyouranswer?"Youarenothappy,whatshouldyoudo?A2:No,Ican't!Pleasedoityourself.Teacher:Taketheinitiativetosaynotothingsyoudon'twanttodo,andcherishthefruitsofyourlabor.-------------------------------------------------------------------Teacher:Sometimescouldisthepastofcan.Weusecouldespeciallywith:hear、smell、feel、remember、see、taste1.Wehadalovelyroominthehotel.Wecouldseethelake.2.AssoonasIwalkedintotheroom,Icouldsmellgas.3.Iwassittingatthebackofthetheatreandcouldn'thearverywellTeacher:Wealsousecouldtosaythatsomebodyhadtheabilitytodosomething,orwasallowedtodosomething:Mygrandfathercouldspeakfivelanguages.Weweretotallyfree.Wecoulddowhatwewanted.(=wewereallowedtodo)Teacher:Thenegativecouldn't(couldnot)ispossibleinallsituations:Mygrandfathercouldn'tswim.IlookedforMaxeverywhere,butIcouldn'tfindhim.Andyplayedwell,buthecouldn'tbeatJack.Others:Icouldn'tdosomething=itwouldnotbepossible.1.Icouldn'tliveinabigcity.I'dhateit.(=itwouldn'tbepossibleforme)2.Everythingisfinerightnow.Thingscouldn'tbebetter.Forthepastweusecouldn'thave.=wouldnothavebeenpossibleWehadareallygoodholiday.Itcouldn'thavebeenbetter.NotethatIcouldn'tdosomething'hastwomeanings:Icouldn't=itwouldnotbepossiblenow,Iwouldnotbeable.1.1Icouldn'truntenkilometresnow.I'mnotfitenough.(=Iwouldnotbeable)(2)Icouldn't=lwasnotable(past)2.1Icouldn'trunyesterdaybecausel'dhurtmyleg.(=lwasnotable)----------------------------------------------------------------------------Teacher:Wealsousecould(notcan)tosaythatsomethingispossiblenoworinthefuture:Thestorycouldbetrue,butldon'tthinkitis.(notcanbetrue)Idon'tknowwhattimeLisaiscoming.Shecouldgethereatanytime.Comparecanandcould1:1.1Theweathercanchangeveryquicklyinthemountains.(ingeneral)1.2Theweatherisnicenow,butitcouldchangelater.(theweathernow,notingeneral)Teacher:Wealsousecould(notcan)foractionsthatarenotrealistic.Forexample:I'msotired.Icouldsleepforaweek.(notlcansleepforaweek)Comparecanandcould2:1.IcanstaywithSarahwhenlgotoParis.(realistic)2.MaybelcouldstaywithSarahwhenlgotoParis.(possible,butlesssure)3.Thisisawonderfulp