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3.1 Key Point
Help students to know about the rules and usage of “can/ cannot”.
3.2 Difficult Point
Help students to talk about abilities in real life situation by using “can/ cannot”.
IV. Teaching Methods
Task-based Language Teaching and Communicative Language Teaching
V. Learning Methods
Cooperative Learning and Inquiry Learning
VI. Teaching Aids
Some pictures
Computer
PPT
VII. Teaching Procedures
7.1 Warming up (3mins)
(1) Ask students if they can say “ nihao” in different languages or other dialect. Then the teacher says it in different ways.
(2) Ask some students what they can do as a model, then require all the students to interview other classmates, and collect the information about their abilities and willingness.
7.2 Presentation (10mins)
(1) Contextualized examples
First, the teacher asks the whole class if they can play basketball or badminton, as well as other abilities. Then the teacher asks several students one by one to know about their abilities. After the students answer all the questions, the teacher shows pictures of some famous stars for them, and asks them questions as the pictures are being shown. The students need to look at the pictures and answer the teacher’s questions with “Yes, he can.” or “No, he can’t.”
During the interaction, the teacher writes down all the sentence structures on the screen:
— Can you play basketball? — Yes, I can./ No, I can’t.
— Can you swim? — Yes, I can./ No, I can’t.
— Can he play basketball/ swim? — Yes, he can./ No, he can’t.
— Can he sing/ play chess/ play the piano? — Yes, he can./ No, he can’t.
(2) Guided discovery
After providing students with authentic language data, the teacher guides the students to observe these examples to find out the grammar rules about “can/cannot” without any form of explicit explanation. The teacher guides them to focus on the modal verb can and pay attention to the verbs following“can/cannot”as well. Students are supposed to work by themselves then discuss the rules in groups.
(3) Explicit teaching
At the end of students’ discussion, the teacher checks their discovery about the grammar rules, and then teaches the rules explicitly according to students’ feedback, and later presents with contextualized scenarios to illustrate the target grammar structure.
Rules:
a. can 属于情态动词，后面接动词原形。