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Topic 2 Can you dance or draw
Section A
Section A needs 1 period. Section A 需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands目标要求
1. Learn the new phrases:
have a good time, dance to disco, perform ballet, no way
2. Learn the usage of “can ” and“can’t”for ability and inability.
(1)I can only sing English songs.
(2)What else can you do
(3)Can you see the bread No, I can’t.
3. Learn the alternative questions.
Can you dance or draw I can dance. I can do it a little/very well.
Ⅱ. Teaching aids 教具
篮球/吉他或吉他的简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习动词短语。
(复习以前学过的含有play的动词短语。学生四人一组, 列出已学过的动词短语, 看哪一小组写得最多。)
T: Work in groups of four. Write as many verbal phrases with “play” as you can. Let’s see which group can write out the most phrases. One phrase, one point. Now let’s start.
Group 1 2 3 4 5 6 7 8 9 10
Point
(每组写完后, 派一个代表向全班学生汇报, 然后教师把这些动词短语板书在黑板上。)
Example:
play basketball play football play the guitar play the piano …
T: Look at the first phrase. Let’s talk about it. Look at me.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
呈现1a和2，引出can与can’t的用法。
1. (教师出示一个篮球, 引出情态动词can。)
T: What’s this in English
Ss:It’s a basketball.
T: Right. I like basketball very much. I often play it on the playground after school. I can play it very well.
(教师做打篮球的动作。)
2. (询问学生最喜欢的体育活动, 引出can’t。)
T: Which sport do you like best
S1: I like football best.
T: Great! I like football, too. But I can’t play it. (同时教师做摇头的动作)
Can you play football
S1: Yes, I can. I can play it well. (教师可以帮助学生回答。)
(板书)
can can’t=can not
3. (教师拿出一把吉他或画一幅吉他的简笔画。)
T: What’s this
S2: It’s a guitar.
T: I can’t play the guitar. Who can play it
S3: I can.
4. (教师让学生上台表演, 活跃课堂气氛。请学生表演一个跳芭蕾舞或迪斯科的动作，并在黑板上出示相应的简笔画。)
T: What’s he/she doing
Ss: He/She is dancing.
T: Aha! He/She can perform ballet/dance to disco.
(板书画线部分。)
perform ballet dance to disco
5. (让学生做2，然后核对答案并表演对话。)
T: Look at the picture in 2. Fill in the blanks, check the answers and act it out.
6. (下周三是康康的生日, 让学生们讨论自己将要表演的节目。练习can和can’t的用法。)
T: Next Wednesday is Kangkang’s birthday. We plan to have a birthday party for him. I think I can sing an English song at Kangkang’s birthday party. Talk about what you can do at the party. Work in pairs like this: (教师示意一名学生与之配合作示范练习。)
T: Can you sing Chinese songs at Kangkang’s birthday party
S1: Yes, I can. What about you
T: I can’t sing Chinese songs. But I can sing English songs.
S1: …
(学生可以借助黑板上的短语和同桌对话。)
T: Well done! What can Jane and Maria do at Kangkang’s birthday party Let’s listen to 1a carefully and answer the questions.
(过渡到下一步。)
7. (呈现1a, 并回答有关问题, 了解课文内容。)
(1)(设置并板书听力任务。)
T: Now, listen to the tape and answer the following questions:
(1) Can Jane sing Chinese songs (2) Can Maria dance to disco (3) Can Maria perform ballet
(2)(听录音, 回答问题。然后核对答案。)
(3)(让学生朗读1a的对话，找出关键词、词组或句型。)
(板书)
birthday party—play the piano—sing some songs—Chinese songs—English songs—what else—play the guitar—dance to disco—perform ballet—have a good time
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，掌握语音和语调, 表演对话。
1. (教师放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (教师让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调。)
T: Rub them out, read by yourselves, and then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you are Maria, listen to Jane and make a dialog with her.
4. (利用黑板上的关键词、词组或句型，两人一组表演1a，开展小组竞赛。鼓励学生创新，不必按课本上的顺序。)
T: Work in pairs, close your books, look at the blackboard and act out the dialog with your partner. You’d better use your own words.
Step 4 Practice 第四步 练习(时间:15分钟)
练习1b、1c。呈现3。练习选择疑问句。
1. (师生一起口头完成1b，然后让学生完成1c。)
(1)(要求学会can和can’t的用法，完成1b)
T: Now, boys and girls. Let’s talk about what Jane and Maria can do at Kangkang’s birthday party. What can Jane do at the party
Ss: She can sing English songs, dance to disco and play the guitar.
T: What about Maria
Ss: She can play the piano, sing Chinese songs and perform ballet.
T: What can’t Jane do at the party
Ss: She can’t sing Chinese songs.
…
(2)(让学生完成1c。进一步掌握运用can和can’t，将语言学习运用到现实生活中。)
T: If you are at a party, what can you do Work in pare your answer with your partner’s.
2. (练习选择疑问句，完成3。)
(1)(呈现并练习选择疑问句。)
T: Well done! According to 1a, please answer the question.
Can Jane dance to disco or perform ballet
Ss: She can dance to disco.
T: Yes, you are right.
(板书)
Can Jane dance to disco or perform ballet She can dance to disco.
(让学生利用3中的图片及图片下面的词或短语，两人一组练习选择疑问句。)
(2)(完成3。让学生掌握选择疑问句及答语，会运用a little, very well。)
(方案一：教师在黑板上画一幅画。)
T: Look, I can draw a picture, but not very well. Can you draw
(让一名学生到黑板上画画，引导他/她回答。)
S1: Yes, a little.
(方案二：教师拿出一幅能体现一名男生篮球打得非常好的图片，如下图。图1正面是画面，图1背面写上very well。)
T: Can he play basketball
Ss: Yes, he can.
T: Yes. He can play it very well.
(教师再出示一幅弹吉他的图片。如右图)
T: Can he play the guitar
Ss: Yes, he can.
T: Yes. He can play it a little.
(板书画线部分的短语。)
a little very well
(让学生两人一组练习并表演3。)
T: Practice 3 in pairs and act it out.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
小组活动, 巩固情态动词can, can’t的用法。
1. (做调查, 并在班上汇报。完成4。以此来巩固can和can’t的用法。)
T: Survey what your classmates in your group can or can’t do and complete the table. Then report it to the class. Put a“√”for“can”and a“×”for“can’t”.
Name Swim Draw Sing Dance Drive …
Li Ling √ ×
…
2. (学生成立自己的俱乐部。)
(此活动为小组活动, 目的在于培养学生的合作意识和团队精神以及动手能力。将全班学生分成六组, 其中三组是应聘人员, 其他三组为招聘人员, 招聘的三个组每组负责一个俱乐部, 并公布招聘结果。)
Example:
(Group A是音乐俱乐部, Group B是运动俱乐部, Group C是乐器俱乐部。)
Group A: What can you do, Michael
Michael: I can play the piano.
…
Music Club Sport Club Instrument Club
Name Ability Name Ability Name Ability
Michael play the piano
3. (家庭作业。)
(了解邻居或者亲戚家里的宠物能做和不能做的事情，用can和can’t向全班同学汇报。)
Example:
Aunt Lee has a pet dog. It can carry a basket with its mouth, but it can’t sing a song…
Ⅳ.疑点探究
soccer是美式英语，指足球运动，如：play soccer踢足球。美式英语中soccer ball指足球，如：There’s a soccer ball under the bed.
football是英式英语，可以指足球运动，如：play football；也可以指足球，如：There’s a football under the bed.
rugby意为橄榄球，美国人称之为football。
图2正面
图2反面
very well
图1反面
图1正面
a little
图2正面
图2反面
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Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. Learn some new words:
smart, count, climb, pig
2. Go on learning the usage of“can”for ability and “can’t” for inability.
(1) Can you sing an English song Of course I can.
(2)What can a monkey do It can climb trees, but it can’t swim at all.
(3)He can speak English very well, but he can’t sing English songs.
Ⅱ. Teaching aids 教具
图片/面具/录音机/实物
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:7分钟)
复习情态动词can的用法并引入1a。
1. (让学生听并学唱I can sing it well这首歌，完成5。要求学生边唱边做动作。复习情态动词can的用法。)
T: Let’s listen to the song I can sing it well together. We must sing and act at the same time.
Example:
Can you swim Yes, I can. (边唱边做游泳的动作。)
Can you fly No, I can’t. (边唱边用双臂做飞翔的动作。)
Can you sing Yes, I can.(边唱边用一只手做拿话筒唱歌的动作。)
2. (让学生分组或个人演唱这首歌，进行比赛。)
3. (检查作业。)
(教师让一部分同学汇报昨天让他们了解到的有关宠物会做和不会做的事情。目的是让学生感受到动物的可爱和友好。激发他们热爱动物的热情，汇报后教师可适当评说。)
T: We know animals are useful and lovely. I love them very much. What about you, boys and girls
4. (教师在讲台上堆放一些书, 引出单词count。)
T: Look! There are many books on the teacher’s desk. I don’t know how many books there are. S1, can you count them for me
(教学单词count。)
S1: Yes, I can. One, two, three, four… There are fifteen books on the teacher’s desk.
T: Very good! You are smart.
(板书)
count smart
(教师再呈现一些物品或图片, 让学生练习count的用法。)
T: How many pens are there in the bag Please count them.
Ss: There are twelve.
T: Good job. Let’s stop. Do you know what Polly can do Can it count Let’s listen to 1a and answer the questions.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。理解1a内容，回答有关问题。
1. (设置并板书听力任务。)
T: Listen to 1a and answer the following questions:
(1) Can Polly speak English (2) Can Polly sing an English song (3) Can Polly count (4) Can Polly count the flowers
2. (听1a录音，回答问题，教师核对答案并讲解该部分。)
3. (让学生朗读1a中的对话，找出关键词和短语。)
T: Please read 1a, and find out the key words and phrases.
(板书)
speak English—sing an English song—what else—count
Step 3 Consolidation 第三步 巩固(时间:8分钟)
巩固1a，完成1b。
1. (教师放1a录音, 让学生跟读, 并用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音和语调。)
T: Rub them out. Read by yourselves and then check your pronunciation and intonation sentence by sentence according to the tape. Ready Go!
3. (让学生运用黑板上的关键词和短语，三人一组表演1a, 完成1b。)
T: Now work in groups of three. Look at the key words and phrases on the blackboard and act out the dialog. Then read 1a again and make a similar dialog with your partners. Finish 1b.
Step 4 Practice 第四步 练习(时间:15分钟)
练习2，完成3。
1. (练习2。)
(1)(教师先出示一张猴子的图片，引出climb，呈现句型。)
T: OK. Let’s look at the pictures about animals. What’s this in English
Ss: It’s a monkey.
T: What can a monkey do
Ss: It can 爬树.
T: Yes, it can climb trees very well, but it can’t swim at all.
(2)(教师用同样的方法，教学单词pig并板书。)
climb pig very well not…at allIt can climb trees, but it can’t swim at all.
(3)(学生两人一组利用课本的图片互相问答。完成2。)
T: Now please work in pairs. Ask and answer like this:
(示意两个学生做示范)
S1: What can…do
S2: It can…, but it can’t…
2. (1)(呈现3，听录音，完成3。)
T: You are smart. Now, boys and girls, look at the pictures and the table in 3, listen to the tape and finish 3.
(播放录音，让学生完成A。)
(让学生再听录音，完成B。)
(2)(让学生根据图片及听力材料, 编对话, 注意操练very well, a little, not … at all的用法。)
T: OK! Next, let’s make a dialog according to the recording. Pay attention to “very well, a little, not… at all”, please.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过讨论及游戏, 进一步巩固情态动词can, can’t的用法。
1. (呈现4。分组谈论自己的一个朋友, 用上4中的短语。完成4。)
T: Talk about one of your friends, using the expressions in the box that may help you. You may use your own words and begin like this:
Jack is my friend. He can speak English very well, but he can’t sing English songs…
2. (游戏。课前准备几张写有老虎、狮子、猴子等单词的纸片和几个面具, 纸片反扣在桌上，和面具放在一起。两人一组, 一个翻看桌上的纸片。然后说: I can…, but I can’t…。另一个人根据他的解说, 判断出是哪一种动物, 然后寻找相应的面具, 并戴上面具说: I’m a…, I can…, but I can’t…。 在限定时间内, 面具与纸片上所写的动物对应上最多的组获胜。)
3. (再唱I can sing it well这首歌。)
T: Let’s sing I can sing it well together again. This time, you may change the verbs in the song and do the actions at the same time.
(让学生用其他的动词替换并唱出, 边唱边做相应的动作, 以便熟练掌握can及can’t的用法。)
4. (家庭作业。)
(让学生回家调查其家庭成员会做与不会做的事, 写成短文。)
T: Interview your family members about what they can do and what they can’t do, and write a passage about it. You can make a form according to your passage. I am sure you can do it very well.
Example:
My name is Wang Haozan. There are four people in my family. They are my father, my mother, my sister and I. My father can sing a little, but he can’t dance at all. My mother can speak English, but she can’t speak Japanese. My sister Wang Jing can draw very well, but she can’t swim at all. I can dance to disco, but I can’t perform ballet. We are learning from each other now.
Member Can Can’t
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Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn some consonants:
//, //, //, //, //, /-/ (b, n, t等字母不发音的情况。)
2. Learn some new words and phrases:
at the age of , anything, word, mean
3.Ability and inability.
When she was three, she could play the piano.
She could draw very well at the age of five, but she couldn’t write at all.
She couldn’t see anything any more.
Jenny can write many words now.
4.Review the alternative questions.
Ⅱ. Teaching aids 教具
卡片/简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习单词, 呈现音标。
(呈现含有/n/, //, //, /r/, //发音及含有不发音字母的单词，让学生读出每组单词并试着找出它们中所含有的相同音素和不发音字母。)
Example:
G1: know, knee, knock, knife, nine, nice, not // (字母k在词首的kn中不发音)
G2: morning, sing, song, strong, thing, think, thank // (字母n在k前或g前均可发//)
G3: where, when, white, which, want, was, window // (字母w, wh可发/w/)
G4: write, wrong, writer, red, rice, right, run // (字母w在r前不发音)
G5: age, orange, message, vegetable, just, jacket, Japan // (字母ge, j可发//)
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1和2，理解并练习1。
1. (教师总结并讲解不发音字母。)
(板书)
// n // n(k) // wh // r // ge
kn ng w wr j
2. (让学生听1的录音并跟读。)
T: Please listen to 1 and read after the tape.
3. (教师把动词短语的相关动作制成如下卡片, 对本单元的相关动词短语进行复习。教师快速呈现卡片, 让学生抢答, 激发学习热情。)
T: Look at my pictures, and let’s see who can speak most quickly
Ss: Play football, fly a kite, play basketball, perform ballet.
4. (做个接龙游戏, 复习can的肯定、否定和问答形式。)
T: OK! Good. Let’s play a game. Begin like this:
I can play soccer. What can you do
S1: I can fly a kite. What can you do
S2: I can play basketball. What can you do
S3: I can perform ballet. What can you do
…
(三人组成小组，对否定句进行操练。)
Example:
S4: I can’t play soccer, but I can play basketball.
S5: I can’t play basketball, but I can sing a song.
S6: I can’t sing a song, but I can dance ballet.
…
(教师评价，对表现好的同学给予表扬。)
T: Well done. Congratulations.
5. (1)(教师出示几幅简笔画。)
(板书例句。)
I couldn’t swim when I was ten years old, but I could play basketball.
(教师引导学生根据简笔画,结合自我实际,运用could, couldn’t造句。教师可一边巡视, 一边给予必要的指导。)
(2)(抛开简笔画, 让学生发挥想象力, 回忆过去, 使用could, couldn’t造句。)
T: Let’s go back to the past time through the time channel, and tell us what you could do
S7: I could play the piano when I was 7.
S8: I could draw pictures when I was 4.
S9: I could play the piano when I was 8.
S10:I couldn’t play the piano, but I could write when I was five.
…
T: You are the best!
(过渡到下一步。)
6. (听录音完成2。)
(1)(播放2录音，了解大意。)
T: Now I’ll introduce a new friend, Jenny. What could she do Do you want to know
Ss: Yes.
T: Let’s listen to the tape.
(2)(设置并板书听力任务, 再听一遍2的录音, 回答问题。)
(1) Where does she live (2) What could Jenny do at her different ages
T: Let’s listen to 2 again and answer the questions on the blackboard.
S11: London. / She lives in London.
S12: She could play the piano when she was three…
(3)(板书并教学单词anything, word，短语at the age of。)
(板书)
anything, word, at the age of
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过练习进一步掌握2的内容。
1. (给学生3分钟时间看2, 并做2的练习，然后核对答案。解释mean。)
T: Read the passage in 2 and finish the exercises in 2.
T: Are you ready Time is up. Let’s check the answers together. The first one. S1, please!
S1: Jenny may be 15 years old now.
S2: When Jenny was five, she could draw and play the piano.
S3: In the text,“hard”means“difficult”.
S4: She is great and smart.
2. (再读2, 让学生一起找出2的关键词, 教师板书。)
T: Now let’s read the passage again and find out the key words. I will write them down on the blackboard.
S5: Jenny.
S6: London.
S7: …
Jenny—London—three—five—six—ago—wrong—eyes—hard—help—write—A Smart Girl—great
3. (让学生利用关键词复述课文。)
T: Now please retell the passage with the key words on the blackboard.
S8:Jenny lives in London with her parents. When she was three, she could play the piano…
(学生复述完后, 教师进行评价。)
4. (让学生介绍他们崇拜的人。)
T: Please introduce the people you admire.
Step 4 Practice 第四步 练习(时间:10分钟)
练习3, 完成4a, 4b。
1. (让学生根据表格中的信息，用can, can’t, could和couldn’t造句。)
Ability or inabilityTime
now play volleyball play basketball
two years ago take photos play the guitar
five years old draw pictures write
at the age of nine ride a bike fly a kite
T: Look at the table. Write sentences with “can”, “can’t”, “could” or “couldn’t”.
Example:
I can play volleyball now, but I can’t play basketball.
Could you take photos two years ago
Yes, I could. But I couldn’t play the guitar.
When I was five years old, I could draw pictures, but I couldn’t write.
I could ride a bike at the age of nine, but I couldn’t fly a kite.
…
2. (通过练习归纳总结选择疑问句的用法。)
T: In this topic, we must master the usages of alternative questions. Let’s do some exercises and then sum up its usage.
(1)(问答练习)
T: Please listen to me carefully and answer my questions together. Can you play volleyball or basketball
Ss: I can play basketball.
T: Do you want to play volleyball or basketball
Ss: I want to play basketball.
(2)(让学生独立思考，根据自己的实际情况回答下列问题。并要求学生努力发现选择问句及回答的规律。)
T: Look and answer the following questions alone.
Questions:
①Can you take photos or play the guitar
②Could you draw pictures or write when you were five years old
③Do you want to ride a bike or fly a kite
④Does Jenny live in London or New York with her parents
⑤Was the life hard or easy for Jenny
⑥Are Michael and Kangkang good at playing ping-pong or flying kites
(教师点拨，指导学生总结选择问句的表述方式及回答。)
3. (学生进一步熟悉本单元重点内容4a和4b。)
T: Now stop to read 4a and 4b by yourselves, paying attention to the usage of “can” and “could”.
Step 5 Project 第五步 综合探究活动(时间:5分钟)
利用活动及写作加深对can, can’t, could, couldn’t的理解和掌握。
1. (完成5。)
T: Now let’s work in groups. One student performs while the other students guess and make sentences like this:
(板书例句。)
He/She can ride a bike, but he/she can’t play basketball.
T: Understand Go!
2. (家庭作业。)
(写一篇关于自己成长经历的文章, 尽可能地多用can和could及其否定形式, 60个单词左右。完成3。)
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Section C
Section C needs 1 period. Section C需用1课时。
The main activities are 1a and 2. 本课重点活动是1a和2。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
ping-pong, be good at
2. Talk about the past form of the modal verb “can” and“can’t”.
(1)She can fly kites very well now. But one year ago, she couldn’t do it at all.
(2)She can perform ballet very well now. But when she was five, she could dance just a little.
(3)They can sing English songs now, but they couldn’t sing any English songs two years ago.
Ⅱ. Teaching aids 教具
简笔画/录音机
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习情态动词can, can’t。
1. (师生共唱I can sing it well这首歌。)
T: Let’s sing I can sing it well together.
Can you swim Yes, I can. Go.
Ss: Can you swim Yes, I can…
2. (猜谜活动。让一个学生表演动作，如游泳、骑自行车等，让其他同学来猜。运用can和can’t表述。)
Example:
(学生在表演游泳同时做求救状。)
T: Can he swim
Ss: No, he can’t.
(然后学生三人一组，一人表演，两人问答。)
T: Now work in groups of three. One acts, while the other two ask and answer.
S1: (做骑自行车状。)
S2: Can he/she ride a bike
S3: Yes, he/she can. He/She can ride very well.
…
T: Good job! Look at the blackboard. I want to draw some pictures for you. Pay attention to the words under the pictures.
(过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:15分钟)
呈现1a。理解1a内容，回答有关问题。
1. (利用简笔画，用can和couldn’t谈论某人能和不能做某事，引出生词和短语。)
(Michael, 5 years old) (now)
(Kangkang, one year ago) (now)
T: Michael can play basketball now. But when he was five, he couldn’t play basketball. Kangkang could play ping-pong one year ago, but not very well. Now he is good at playing it.
(板书)
could, couldn’t, ping-pong, be good at
2. (呈现1a, 理解课文内容。)
(1)(教师设计过去时间状语并板书, 引导学生自己造句子, 学习could和couldn’t。)
could swim one year ago could not ride a bike two years agocouldn’t fly a kite when I was fivecould play table tennis last year
(让学生用黑板上列出的短语自己造句子。)
T: Suppose I could do something one year ago/when I was five, how to express it Look at the blackboard and make a sentence according to these phrases.
(2)(看1a的图画，快速阅读短文，回答问题。)
T: It’s time for outdoor activities. What are Jane, Maria, Michael and Kangkang doing Do you want to know Look at the pictures. We can know.
(设置并板书阅读任务。)
(1) When couldn’t Jane fly a kite (2) How old was Maria when she could dance (3) What is Kangkang good at (4) What is Michael good at
(让学生阅读短文后，回答问题。)
T: Read the passage and answer the questions on the blackboard.
(3)(再次阅读短文, 圈出短文中的动词短语, 找出重点活动。)
T: Read 1a and circle the activities.
(板书动词短语。)
fly a kite—perform ballet—play ping-pong—play soccer—do well in basketball
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a，完成1b。
1. (学生独立完成1b。)
T: Fill out the form in 1b by yourselves.
2. (检查学生所做的答案。)
T: Let’s check the answers. Who would like to share your answers Volunteers
S1: …
S2: …
…
T: Well done!
3. (学生跟读1a录音，注意语音和语调。)
T: Follow the tape and pay attention to the pronunciation and intonation.
4. (根据自己的实际情况, 说出自己过去根本不能做或者能做一点, 现在却能做得很好的事。)
T: Please make sentences like this:
(1) I couldn’t speak Japanese at all one year ago, but now I can speak it very well.
(2) I could dance a little when I was five, but now I can dance very well.
(3) I couldn’t perform ballet at all when I was seven, but now I can perform ballet very well.
…
5. (双人练习。找几组学生到讲台上来, 如一名学生说:“You can play basketball now.”另一名学生说:“But I couldn’t play basketball three years ago.”)
Step 4 Practice 第四步 练习(时间:10分钟)
练习并完成2, 3。
1. (1)(看2的图片, 猜他们所做的动作。)
T: Now let’s look at the pictures in 2. Can you guess what they are doing Now, look at the picture in my hand.
Ss: The are singing.
T: You are right. They can sing English songs now, but they couldn’t sing any English songs two years ago.
(逐一展示2中的图片，让学生回答。)
(2)(让学生看另3幅图，按示范独自完成句子。完成2。)
T: Look at the other pictures and complete the sentences after the example.
(3) (检查答案并给出评价。)
T: Let’s check the answers.
…
2. (让学生听录音，完成3。)
(1)(让学生听两遍录音，完成3。)
(2)(检查并核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
联系实际并结合示例，运用could, couldn’t。加深理解。
1. (根据自己的实际情况, 填充下列表格。)
T: Please complete the table. Write down your own ability and inability.
(1)I could write(2)I could count(3)I could sing when I was four.
(1)I couldn’t ride a bike(2)I couldn’t swim(3)I couldn’t play table tennis when I was four, but now I can.
(1)I couldn’t speak Japanese(2)I couldn’t drive a car(3)I couldn’t play the piano when I was four and I still can’t now.
2. (家庭作业。)
(让学生回家调查自己的爷爷、奶奶或爸爸、妈妈在像自己一样的年纪时能做哪些活动, 不能做哪些活动。写一篇小短文。)
T: Make a survey about what your grandparents and/or parents could or couldn’t do at your age. Write a passage then.
Example:
My parents
I’m Wang Jing. I’m thirteen years old. My father is a teacher. He could do a lot of housework when he was thirteen years old, but he couldn’t play any computer game. My mother is a worker. When she was thirteen, she could help work on the farm, but she couldn’t swim at all. She still can’t do it now. My parents teach me a lot and I love them.
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