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  3. 请根据“What can you do?”，“Can you...?”和“Yes, I can./No, I can’t.”做一教学设计。教学对象：小学生。

请根据“What can you do?”，“Can you...?”和“Yes, I can./No, I can’t.”做一教学设计。教学对象：小学生。

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问题 请根据“What can you do?”，“Can you...?”和“Yes, I can./No, I can’t.”做一教学设计。教学对象：小学生。
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答案Teaching Objectives: (1)Knowledge and Skills Students use "can" and "can’t" to talk about their ability to do something. Students understand the meaning of the sentences "What can you do?" "Can you...?", "Yes, I can./No, I can’t." and appropriately apply them in real communication. (2)Process and Methods Through experiencing, students understand the meaning of "can" and "can’t". Students do exercises and tasks to consolidate the new knowledge. (3) Emotional Attitudes and Values Students know and admit what they can/can’t do and can actively help those people who are in trouble. Teaching Key Points: Students can appropriately use the new sentence patterns in real life. Teaching Difficult Points: Students accurately understand the meaning of "can" and "can’t". Teaching Procedures: Step 1 Warm-up TPR Activity: The teacher shows some cards, with one verb or one verb phrase on each card. Accordingly, students should stand beside their desk and do actions. (Justification: The TPR activity can help students review what they have learned and also help them get ready to study the new lesson.) Step 2 Presentation T: (Show a picture of Yao Ming with PPT.)Do you know this man? Ss: Yao Ming. T: Yes, it’s Yao Ming. He is a basketball player. So we say "He can play basketball." (Write down this sentence on the blackboard.) T: (Show another picture of Yang Liping.)She is an extremely excellent dancer, and she dances very well. So "She can dance." (Write down this sentence on the blackboard.) T: (Show the pictures that the students draw by themselves.) There are many pictures in my hands. They are drawn by you. And I think you draw very well. So we say "You can draw." (Write down this sentence on the blackboard.) Students read the sentences together. T: Please watch these sentences carefully. What do you find out? Ss: There is a "can" in every sentence. The teacher underlines "can" in each sentence. T: Yes, you are so smart. Do you understand this word? Ss: It means "能，会" in Chinese. T: Yes, it means someone has the ability to do something. Please make more sentences with the word "can" in pairs. The more, the better. Several minutes later, the teacher asks some students to share their sentences and write the sentences down on the blackboard. T: Excellent job. Then, what can the birds do? (Write down the sentence on the blackboard and explain the meaning.) Ss: The birds can fly. T: Oh, I envy them. I’m not a bird, so I can’t fly. (Write down the sentence on the blackboard and explain the meaning of "can’t".) Can you fly, S1? (Write down the sentence on the blackboard.) S1: I can’t fly. T: You can also say "No, I can’t." (Write down the sentence on the blackboard.) S1: No, I can’t. T: Then, can you write? (Write down the sentence on the blackboard.) S1: Yes, I can. (Write down the sentence on the blackboard.) T: Yeah, you are so clever. So, kids, can you write? Ss: Yes, I can. T: Can you fly? Ss: No, I can’t. T: Excellent. Now, each of you, please write down on your notebook what you can do and what you can’t do. (Justification: Through induction and imitation, students have the first understanding of the new knowledge.) Step 3 Practice After students finish their writing, the teacher sets new tasks for them. Task 1 Read Students form a group of four and read what they have written on their notebook for their group mates. During students" reading, the teacher walks around the class and listens to several students" reading. Task 2 Ask and Answer Students use the new sentence patterns "What can you do?" "Can you...?", "Yes, I can./No, I can’t." to ask and answer their abilities to do something. (Justification: The two tasks can help students practice and consolidate what they have learned.) Step 4 Production A Passing Game: The teacher plays a music. Students pass a flower till the music stops. Then the student who has the flower should stand up and answer the teacher’s question. The teacher can ask either "What can you do?" or "Can you...?". If the student gives the positive answer, he/she should act it out. Then, the game goes on. When the music stops again, the first student should ask the second student a question. The rest can be done in the same manner. The Game will last for around ten minutes. Step 5 Conclusion and Homework Conclusion: Students and the teacher conclude what they have learned with the help the blackboard plan. Homework: (1)Read and write the new knowledge five times. (2)The teacher hands out a picture to each student. Students should observe the picture carefully, then they can either make a dialogue with their friends, dictate what the people can do in the picture themselves, or write a short passage to describe the picture.
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