Unit 5 - Section A () 教学设计人教版（2024）英语七年级上册

Unit5FunClubs

SectionA(1a-1d)

Studentsareabletomasterthevocabularyrelatedtodifferentschoolclubs,suchasartclub,musicclub,scienceclub,dramaclub,chessclub,andping-pongclub.

Theycanusethemodalverb“can”totalkabouttheirownandothers'abilities,andexpresstheirintentionstojoincertainclubs.Forexample,“Icandraw,soIwanttojointheartclub.”

Studentscanunderstandandextractkeyinformationfromconversationsaboutclub-joining.

Vocabulary:Makesurestudentscanrememberandcorrectlyusethewordsofdifferentschoolclubs.

Grammar:Enablestudentstomastertheusageofthemodalverb“can”inexpressingabilitiesandmakingrequestsrelatedtoclub-joining.

ListeningandSpeakingSkills:Throughlisteningpractice,studentscanaccuratelyidentifywhichclubeachstudentwantstojoinandtheircorrespondingabilities.Inspeakingactivities,theycanfluentlytalkabouttheirownclub-joiningintentions.

1.Warming-up

Greetthestudentsasusual.Then,showsomepicturesofstudentsindifferentclubactivitiesonthePPT,suchasstudentspaintingintheartclub,playingbasketballinthesportsclub,anddoingexperimentsinthescienceclub.

Askthestudentssomequestions:“Whatarethestudentsinthepicturesdoing?”“Doyouthinktheseactivitiesareinteresting?”“Haveyoueverparticipatedinanyclubactivities?”Encourageseveralstudentstosharetheirexperiencesbriefly.Thisstepaimstoarousestudents'interestinthetopicofclubsandcreatearelaxedclassatmosphere.

2.Presentation

OnthePPT,presentthenewwordsaboutdifferentclubsonebyone,accompaniedbyvividpictures.Forexample,whenshowingthepictureofaneaselandsomepaintings,introduce“artclub”;whenpresentingapiano,introduce“musicclub”.Atthesametime,explainthemeaningandpronunciationofeachwordslowlyandclearly,andaskstudentstorepeatafteryouseveraltimes.

Afterintroducingalltheclub-relatedwords,writethemontheblackboard.Then,dividethestudentsintopairs.Giveeachpairasetofcardswithpicturesofdifferentclubactivitiesononesideandthecorrespondingclubnamesontheotherside.Askthemtomatchthepictureswiththewords.Walkaroundtheclassroomtoofferhelpifnecessary.Afterafewminutes,invitesomepairstocometothefrontoftheclassandshowtheirmatchingresults.Thisactivityhelpsstudentsstrengthentheirmemoryofnewwordsthroughvisualandhands-onmethods.

3.Pre-listening

Showthestudentsthesixpicturesin1aonPage52.Pointtoeachpictureandaskthemsomesimplequestionstoreviewthenewwords,like“Whatclubisthis?”“Whatcanpeopledointhisclub?”

Then,tellthestudents:“Now,wewilllistentosomeconversations.Intheseconversations,somestudentsaretalkingaboutwhichclubstheywanttojoin.Beforelistening,lookatthepicturescarefullyandpredictwhichclubeachstudentmightchoose.Discusswithyourpartnerandgiveyourreasons.”Letthestudentsdiscussinpairsforabout3minutes.Afterthat,inviteseveralpairstosharetheirpredictionsandreasonswiththewholeclass.Thispre-listeningactivitycanactivatestudents'priorknowledge,makethemmorefocusedduringlistening,andalsotraintheirpredictingandthinkingabilities.

4.While-listening

Firstlistening:Playtherecordingof1bforthefirsttime.Askthestudentstolistencarefullyandjustfocusonwhichclubeachstudentwantstojoin.Afterlistening,askthemtoraisetheirhandstoanswerthequestion.Checktheanswerstogetherandwritethecorrectclubnamesnexttoeachpictureontheblackboard.

Secondlistening:Playtherecordingof1c.Thistime,askthestudentstolistencarefullyandcompletethesentenceswith“can”or“can't”.Walkaroundtheclassroomtoobservethestudents'completionsituations.Aftertherecordingstops,askseveralstudentstoreadouttheircompletedsentences.Checktheanswersonebyoneandexplainanymisunderstandings.Forexample,ifastudentmakesamistakelike“Ican'tsinging”,correctitimmediatelyandemphasizethecorrectform“Ican'tsing”(theverbafter“can”or“can't”shouldbeinitsbaseform).Thistwo-steplisteningactivityhelpsstudentsgraduallyextractdifferenttypesofinformationfromthelisteningmaterialsanddeepenstheirunderstandingoftheusageof“can”and“can't”inthecontextofclub-joining.

5.PairWork

Dividethestudentsintopairs.Askthemtorole-playaconversationbetweenaclubleaderandastudentwhowantstojoinaclub,usingthefollowingstructures:

Clubleader:Hello!Whatclubdoyouwanttojoin?

Student:Iwanttojoin...club.

Clubleader:Canyou...?

Student:Yes,Ican./No,Ican't.

Encouragethestudentstousetheinformationtheylearnedfromthelisteningmaterialsandthenewwordstheyjustlearned.Forexample,ifastudentwantstojointheartclub,theclubleadercanask“Canyoudraw?”,andthestudentcananswer“Yes,Ican.Icandrawverywell.”Walkaroundtheclassroomtomonitorthepairs'conversations.Offerhelpandguidancewhenstudentsencounterdifficulties,suchasincorrectgrammarusageorvocabularyselection.Afterabout8minutes,inviteseveralpairstocometothefrontoftheclassandperformtheirconversations.Lettheotherstudentslistencarefullyandgiveasimpleevaluation,likewhichpairperformedthemostvividlyorusedthemostaccuratelanguage.Thispair-workactivitycanhelpstudentspracticespeakinginareal-life-likesituation,improvetheiroralcommunicationskills,andenhancetheirconfidenceinusingEnglishtoexpressthemselves.

6.Summary

Summarizethekeypointsofthisclasswiththestudents.Reviewthenewwordsofdifferentclubs,suchasartclub,musicclub,etc.,andemphasizetheusageofthemodalverb“can”inexpressingabilitiesandclub-joiningintentions.Writethekeygrammarpointsandwordsontheblackboardagainforstudentstotakenotes.

Askthestudentsiftheyhaveanyquestionsorifthereisanythingtheydon'tunderstand.Answertheirquestionspatiently.Thissummarystephelpsstudentsconsolidatetheknowledgetheylearnedinthisclassandclarifyanyre