【新教材】人教版（2024）七年级上册英语Unit 5 Fun Clubs 教案（9课时）

第第页【新教材】人教版（2024）七年级上册英语Unit5FunClubs教案SectionA1a-1d课题SectionA1a-1d课型讲授听说课课时1总课时教材分析Thislisteningandspeakinglessonfocusesonschoolclubvocabulary.Itoffersbasiccommunicativesentencesfortalkingaboutclubpreferences,consolidatingstudents’abilitytoconductsimpleandauthenticcampusoralcommunicationinthemedsituations学情分析Seventhgradersarecuriousaboutvariousschoolclubactivities.TheyhavebasicoralskillsbutlackspecializedclubvocabularyandfailtoexpresspersonalhobbiesandclubintentionsaccuratelyinEnglish核心素养（教学）目标Languagecompetence:Mastercommonschoolclubwordsandmastercoresentencestoaskandansweraboutclubparticipationintentions.Thinkingquality:Analyzepersonalstrengthsandmatchsuitableclubslogically.Culturalawareness:Appreciatediversecampusclubculturesanddeveloppositiveafter-schoolhobbies.Learningability:Improvelisteningcomprehensionandsituationaldialogueskillsthroughindependentpracticeandgroupcooperation德育安全Develophealthyhobbies;followclubactivityrules教学重点难点Keypoints:Graspclubvocabularyandflexibleuseoftargetdialoguepatterns.Difficultpoints:Talkaboutpersonalclubchoicesandreasonsnaturallyinrealsituations.教法学法Situationalteaching,audiolistening,role-playandgroupdiscussion.教学准备Listeningaudio,PPTandvocabularyflashcards教学过程设计复备栏Step1:Warming-upandLead-in(8minutes)TheteacherbeginstheclasswithstandardEnglishgreetingstocreatearelaxedandactiveclassroomatmosphere.Toactivatestudents’existingknowledgeandlifeexperience,theteacherconductssimpleinteractivequestioningaboutstudents’dailyhobbiesandspare-timeactivities.StudentssharetheirfavoriteactivitieswithsimpleEnglishwordsorshortsentences.Theteachergivespositivefeedbackandguidesstudentstothinkaboutcolorfulschoolclubresources.Byintroducingtheschool’svariousfunclubs,theteachernaturallyleadsstudentstothenewtopicoftalkingaboutclubchoicesinEnglish,clarifyingthelearningtasksandgoalsofthislessonforstudents.Step2:Pre-listeningVocabularyLearning(12minutes)Theteacherdisplaysvividpicturesofdifferentschoolclubsinvolvedin1a,includingsports,music,art,chessandEnglishclubs.Theteacherteachesthepronunciation,spellingandfixedcollocationofeachclubvocabularyindetail,correctingcommonpronunciationmistakesofstudents.Studentspracticenewwordsthroughdiversemethodssuchasindividualreading,groupreadingandchoralreadingtodeepenmemorization.Afterfullymasteringthevocabulary,studentsindependentlycompletethepicture-wordmatchingtaskin1a.Theteacherchecksallanswersuniformlytoremovelanguagebarriersforthesubsequentlisteninglearninglinks.Step3:While-listeningHierarchicalTraining(15minutes)Theteachercarriesouthierarchicallisteningtrainingfor1band1clisteningtasks.Beforeplayingtheaudio,theteacherclearlyputsforwardlisteningrequirements,guidingstudentstofocusonkeyinformationincludingspeakers’favoriteclubsandpersonalstrengths.Forthefirsttimeofplayingtheaudio,studentslistentogetthegeneralideaoftheshortdialogues.Forthesecondplayback,studentscarefullycapturedetailedinformationandfinishmatchingtasks.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultsentencesegments,andsummarizeseffectivelisteningskillstohelpstudentsimprovetheirinformationcapturingaccuracy.Step4:Post-listeningImitationandOralPractice(15minutes)Basedonthelisteningdialogues,theteacherextractsandsortsoutthecorecommunicativesentencepatternsofthislesson.Theteacherdemonstratesstandardpronunciationandintonation,andfocusesonexplainingtheusagescenariosofkeysentencesforaskingandansweringclubchoices.Studentsfollowthestandardaudiotoimitaterepeatedlytostandardizetheiroralexpression.Thenpairworkisorganized.Studentstaketurnstoactasinterviewersandintervieweestopracticedialoguesaboutjoiningclubs.Theteacherpatrolstheclassroomtocorrectwrongsentencestructuresandimproperexpressions,andencouragesintrovertedstudentstoparticipateinoralpracticebravely.Step5:SituationalConsolidationandValueInfiltration(10minutes)Theteachersystematicallysummarizesthekeyvocabularyandsentencepatternslearnedinthisclass.Combinedwiththeactivityrequirementsof1d,theteachercreatesavivid“SchoolClubRecruitment”situation.Studentssimulaterealcampusrecruitmentscenestoconductautonomousdialogueandcommunication,flexiblyusingtargetlanguagetointroducetheirstrengthsandclubintentions.Duringtheactivity,moraleducationisinfiltrated.Theteacherguidesstudentstodeveloppositiveandhealthyhobbies,enrichafter-schoollifeandchoosesuitableclubstopromoteall-roundpersonaldevelopment.Step6:ClassSummaryandLayeredHomework(10minutes)Theteacherandstudentsjointlyreviewthecoreknowledgeofthelesson,sortingoutclubvocabularyandthemeddialoguestructuresagain.Theteacheremphasizesthekeyanddifficultpointsofflexibleoralexpressiontoconsolidatestudents’learninggains.Layeredhomeworkisarrangedforallstudents.Basichomeworkrequiresstudentstoreadandmemorizenewwordsanddialoguesproficiently.Extendedhomeworkasksstudentstocreateoriginaldialoguesaboutclubselection.TheteacherencouragesstudentstoapplyEnglishknowledgeflexiblyinrealcampuscommunication.【BlackboardDesign】Unit5FunClubsSectionA1a-1dKeyClubs:sports,music,art,chess,EnglishclubKeySentences:—Whatclubdoyouwanttojoin?—Iwanttojointhe...club.—Whatcanyoudo?—Ican...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentscanproficientlymasterclubvocabularyandbasicdialoguepatterns,andactivelyparticipateinlisteningandoralpracticeactivities.Theirsituationalcommunicationabilityhasbeengreatlyimproved.However,afewstudentscannotusesentencesflexiblyinauthenticscenes.Futureteachingwilladdmoresituationaldrillstostrengthenstudents’flexiblelanguageapplicationability.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonvowelsoundsandwordstressofclub-themedwords.Itstandardizesstudents’oralpronunciation,correctscommonphoneticerrors,andhelpsthemspeakrelateddialogueswithnaturalrhythmandintonation.学情分析Seventhgradershavelearnedbasicclubvocabularyanddialoguesentences.However,theyoftenmispronouncevowels,confusewordstress,andspeakrigidlywithoutnaturalsentenceintonationinoralcommunication核心素养（教学）目标Languagecompetence:Masterstandardpronunciationandstressrulesofunitclubwords,andgraspnaturalintonationofdailyclubdialogues.Thinkingquality:Distinguishcorrectandincorrectpronunciationandsummarizephoneticrulesindependently.Culturalawareness:DevelopstandardandpoliteoralEnglishhabitsincampuscommunication.Learningability:Masterimitationandcomparativelearningmethodstorealizeautonomouspronunciationcorrection德育安全Practiceearnestly;maintainorderlyclassroompractice教学重点难点Keypoints:Masterstandardpronunciationandcorrectstressofcoreclubvocabulary.Difficultpoints:Matchaccuratepronunciationwithnaturalintonationincompletesentences教法学法Audiodemonstration,comparativelistening,layeredimitationandgamepractice教学准备Pronunciationaudio,PPTandphoneticcards教学过程设计复备栏Step1:Warming-up&PhoneticLead-inTheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroomatmosphere.Studentsreviewcoreclubvocabularyandtargetdialogueslearnedbeforethroughcollectivereading.Theteacherlistenscarefullyandrecordscommonpronunciationproblems,includingwrongvowelsounds,misplacedwordstressandstiffsentencetones.TheteacherpointsoutthatstandardpronunciationisthefoundationoffluentoralEnglish,andclarifiesthatthislessonaimstocorrectphoneticerrorsandmasternaturalspeakingrhythmforclub-themedexpressions.Step2:NewPronunciationRuleExplanationTheteacherdisplayskeyunitwordssuchasclub,sport,music,artandjoin,focusingonanalyzingtheirvowelpronunciationsandstressedsyllables.Standardaudioisplayedrepeatedlyforstudentstoperceivecorrectphoneticsounds.Theteacherdemonstratesmouthshapeandpronunciationskillsinperson,andcompareswrongandstandardpronunciationtohighlightdifferences.Simpleandeasy-to-understandphoneticrulesaresummarizedtohelpstudentsmemorizequickly.Meanwhile,theteacherexplainsbasicsentenceintonationrulesforquestionandanswerdialoguesaboutclubchoices.Step3:LayeredImitationDrillsProgressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.Firstly,studentsfollowtheaudiotoimitatewordpronunciationonebyone,focusingonaccuratevowelsandcorrectstress.Theteacherpatrolsandcorrectsindividualstudents’pronunciationproblemsintime.Afterwordtraining,studentspracticetargetsentencesrepeatedly,integratingwordpronunciationwithsentencerhythm.Choralreading,groupreadingandindividualreadingarecombinedtoconsolidatepronunciationstandardizationandimproveoralfluencystepbystep.Step4:SoundComparison&ErrorCorrectionTheteacherdesignssounddiscriminationactivitiestostrengthenstudents’phoneticrecognitionability.Theteacherreadswordsandsentenceswithstandardandwrongpronunciationalternately,andstudentsjudgeandcorrecterrorsimmediately.AfunpronunciationPKgameisorganized,wherestudentstaketurnstoreadwordsanddialogues,andthewholeclassevaluatestheirpronunciationaccuracyandfluency.Throughinteractivecompetition,students’learningenthusiasmisstimulated,andcommonpronunciationerrorsareeffectivelysolved.Step5:SituationalPronunciationApplicationTheteacherintegratespronunciationtrainingintorealsituationalcommunication.Studentscarryoutpairdialoguepracticeofclubrecruitmentscenarios.Duringthecommunication,studentsarerequiredtofocusonaccuratewordpronunciation,correctstressandnaturalsentenceintonation.Theteacherselectsoutstandingstudentsfordemonstrationperformancetosetexamplesforthewholeclass.Meanwhile,studentsareguidedtospeakEnglishconfidentlyandpolitely,forminggoodoralexpressionhabits.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthekeypronunciationrulesandintonationskillslearnedinthislesson,summarizingcommonphoneticerrorsandcorrectionmethods.Layeredhomeworkisassigned.Basichomework:Followtheaudiotoimitateandreadwordsanddialogueseveryday.Extendedhomework:Recordyourownreadingaudioandcheckpronunciationproblemsindependently.TheteacherencouragesstudentstoinsistondailypronunciationpracticetopolishoralEnglish.【BlackboardDesign】Unit5FunClubsPronunciationFocus:VowelSounds&WordStressKeyWords:club,sport,music,art,joinSentenceIntonation:Risingforquestions,fallingforanswersKeySentence:Whatclubdoyouwanttojoin?【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterstandardpronunciationandstressrulesofcorevocabularyandimprovetheirsentenceintonationthroughimitationandgames.Afewstudentsstillmakeoccasionalvowelmistakes.Futureteachingwilladdtargetedrepeateddrillstoconsolidatetheirpronunciationaccuracyandfluency.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thiscomprehensivelessonexpandsability-relatedvocabularyandcoremodalverb“can”structures.Itintegrateslistening,readinganddialoguepracticetohelpstudentsintroducepersonalskillsandclubjoiningintentionslogicallyandfluently学情分析Seventhgradershavemasteredbasicclubwordsandsimpleclub-choicedialogues.Theycanexpresssimpleintentionsbutlackdiverseskillwordsandflexible“can”sentenceusageforcompletecommunication.核心素养（教学）目标Languagecompetence:Masterskillvocabularyandflexible“can”affirmativeandinterrogativesentencestructurestotalkaboutpersonalabilitiesandclubchoices.Thinkingquality:Matchpersonalskillswithsuitableclubsandformlogicalexpressivethinking.Culturalawareness:Discoverpersonalstrengths,embracediversehobbiesandenjoycolorfulcampusclublife.Learningability:Improveintegratedlistening,readingandsituationaloralexpressionabilitiesthroughcooperativelearning.德育安全Showself-confidence;abidebyclubactivitydisciplines.教学重点难点Keypoints:Masterskillwordsandflexibleapplicationof“can”sentencepatterns.Difficultpoints:Usecompletesentencestomatchabilitieswithclubchoicescoherently教法学法Task-basedteaching,situationaldrills,role-playandgroupcooperation教学准备Teachingaudio,PPTandskillwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroomatmosphere.Studentsreviewbasicunitknowledgeincludingvariousclubvocabularyandsimpleclub-joiningdialogueslearnedin1a-1d.Theteacherorganizesquickpairinteractionsforstudentstotalkabouttheirfavoriteschoolclubsfreely.Duringthecommunication,theteacherfindsthatstudents’expressionslackdetailedskilldescriptions.Theteachernaturallyleadsinthenewlesson,pointingoutthattoday’sstudyhelpsstudentsintroducepersonalabilitiesclearlytochooseproperclubs.Step2:Pre-listeningVocabularyLearningTheteacherdisplayscoreskillvocabularyin2a,includingsing,dance,draw,swim,playchessandplaysports.Theteacherteachesstandardpronunciation,spellingandpracticalusageofeachword,andmatcheseachskillwithcorrespondingclubscenarios.Studentsconductmulti-formreadingexercisestoconsolidatevocabularymemorization.Thenstudentsfinishthe2amatchingtaskindependentlytoconnectpersonalskillswithsuitableclubs.Theteacherchecksanswersuniformlytoeliminatelanguagebarriersforsubsequentlisteninganddialoguelearning.Step3:While-listeningTaskTrainingTheteachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingtheaudio,theteacherclarifieslisteninggoals,requiringstudentstofocusonspeakers’personalskillsandtheirtargetclubs.Forthefirstaudioplayback,studentslistentograspthegeneraldialoguetheme.Forthesecondplayback,studentscompleteblank-fillingandmatchingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteninginformation,replayskeysegments,andguidesstudentstosummarizeskillsofcapturingabilityandintentioninformationindialoguesaccurately.Step4:TextReading&Role-playPracticeBasedon2cto2edialoguetexts,theteacherconductsin-depthtextanalysis.Studentsreaddialoguessilentlyfirsttosortoutthelogicalchainofaskingabilities,introducingskillsandconfirmingclubchoices.Thenimitativereadingiscarriedouttostandardizestudents’pronunciationandintonationandfeelthenaturaloralrhythm.Afterfamiliarizingwiththetext,pairrole-playactivitiesarelaunched.Studentstaketurnstoberecruitersandapplicantstosimulaterealclubrecruitmentcommunication.Theteacherpatrolstimelytocorrectwrong“can”sentencestructuresandsingleexpressions.Step5:SituationalConsolidation&ValueInfiltrationTheteachersystematicallysummarizesnewskillvocabularyandcore“can”sentencepatternslearnedinthislesson.A“ClubRecruitmentShow”situationalactivityisheld.Studentscombinetheirrealpersonalstrengthstointroducetheirabilitiesandapplyforidealclubswithcompleteandfluentsentences.Meanwhile,moraleducationisinfiltrated.Theteacherguidesstudentstodiscovertheirownadvantages,buildself-confidence,andactivelyparticipateincampusclubactivitiestoenrichafter-schoollife.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewkeyknowledgeofthelesson,sortingoutskillvocabularyandaffirmativeandinterrogative“can”sentencestructures.Theteacheremphasizestheflexiblematchingofpersonalabilitiesandclubchoicesinoralexpression.Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.Extendedhomework:Makefiveoriginaldialoguesaboutpersonalskillsandclubapplications.TheteacherencouragesstudentstouseEnglishtoshowthemselvesbravely.【BlackboardDesign】Unit5FunClubsSectionA2a-2eKeySkills:sing,dance,draw,swim,playchessKeySentences:—Whatcanyoudo?—Ican...—Canyou...?—Yes,Ican./No,Ican’t.Iwanttojointhe...club.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterskillvocabularyandbasic“can”sentencestructures,participatingactivelyinrole-playandsituationalactivities.Theiroralexpressionabilityisimproved.Afewstudentsmakemistakesinnegativesentences.Futureteachingwillstrengthentargeteddrillstoenhanceexpressionaccuracy.SectionAGrammarFocus课题SectionAGrammarFocus课型讲授听说课课时1总课时教材分析Thisgrammarlessoncentersonthemodalverb“can”.Itsystematicallysummarizesitsaffirmative,negativeandinterrogativestructuresfortalkingaboutpersonalabilitiesandclubintentions,standardizingstudents’themedoralandwrittenexpressions学情分析Seventhgradershaveusedsimple“can”sentencesindailydialogues.However,theylacksystematicgrammarcognitionandoftenmakemistakesinsentencestructureandquestion-and-answertransformationinpracticalapplication核心素养（教学）目标Languagecompetence:Masterthecompleteusageofmodalverb“can”,includingaffirmation,negationandgeneralquestions,anduseitaccuratelytodescribepersonalskillsandclubapplicationintentions.Thinkingquality:Inducegrammarrulesindependentlyandformstandardizedlogicalthinkingforsentencetransformation.Culturalawareness:Buildself-confidenceinshowingpersonalstrengthsandparticipatingincampusactivities.Learningability:Masterruleinductionanderrorcorrectionmethodstoimproveautonomousgrammarlearningability德育安全Showself-confidence;abidebyclassroomdisciplinesstrictly教学重点难点Keypoints:Graspbasicstructuresof“can”indifferentsentencetypes.Difficultpoints:Skilfullytransformvarious“can”sentencesandapplythemflexiblyinscenarios.教法学法Ruleinduction,caseanalysis,layeredexercisesanderrorguidance教学准备GrammarPPTandtargetedexercisesheets教学过程设计复备栏Step1:Warming-up&GrammarLead-inTheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewunitcoreskillvocabularyandclub-themeddialogueslearnedbeforethroughcollectivereadingandrandomquestioning.Theteacherorganizesquickoralpractice,wherestudentsusesimple“can”sentencestointroducetheirpersonalskillsandidealclubs.Duringtheinteraction,theteacherrecordscommonproblemssuchasdisorderedwordorderandincorrectnegativeforms.Theteacherclarifiesthatthislessonwillsystematicallysortout“can”grammarrulestostandardizestudents’languageapplication.Step2:SentenceObservation&RuleInductionTheteacherdisplaysallstandardsentencesinGrammarFocusonthescreen.Guidedbyhierarchicalquestions,studentsobserveandcompareaffirmative,negativeandinterrogativesentenceswith“can”.Theteachersystematicallysummarizesfixedsentencestructures,emphasizingthat“can”isfollowedbyverbprototypeswithoutinflectionchanges.Theteacherexplainstheshortanswerrulesofgeneralquestionsanddifferentiatescommoneasy-to-makeerrors,helpingstudentsbuildpreliminarystandardizedgrammarcognitionthroughtypicalexamples.Step3:TypicalErrorAnalysisTheteacherliststypicalerrorsinstudents’dailypractice,includingadding“s”afterverbs,wrongnegativewordorderandirregularshortanswers.Studentsdiscussingroupstojudgesentencecorrectness,analyzeerrorcausesandfinishindependentcorrection.Grouprepresentativessharetheiranalysisresults.Theteachersupplementskeydiscriminationskills,summarizeserror-pronepointsof“can”usage,andhelpsstudentsavoidrepeatedmistakesinsubsequentoralandwrittenapplication.Step4:LayeredGrammarConsolidationProgressivegrammarexercisesaredesignedforhierarchicaltraining.Basicexercisescoversentencefillingandsentencetransformationtoconsolidatebasic“can”sentencestructures.Advancedexercisesincludeerrorcorrectionandsentencemaking,requiringstudentstoflexiblyapplygrammarrulestocreatesentencesaboutpersonalabilities.Theteacherpatrolstheclassroomtocheckstudents’exercisecompletion,providesone-on-oneguidanceforunderachievingstudents,andcorrectsuniversalerrorsinatimelyandunifiedmanner.Step5:SituationalGrammarApplicationTheteacherintegratesgrammarknowledgeintorealcampusscenarios.Studentscarryoutpairinteractivedrillsofclubrecruitment.Theyusevarious“can”sentencepatternstoaskandansweraboutpersonalskills,showtheirstrengthsandapplyfortargetclubs.Theteacherselectsoutstandingstudentsforclassroomdemonstration,affirmstheiraccuratelanguageapplication,andguidesallstudentstousegrammarknowledgeflexiblyinrealcommunicationratherthanrigidmemorization.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,sortingouttheusagerulesof“can”inaffirmative,negativeandinterrogativesentencesagain.Keyanddifficultknowledgeisemphasizedtodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.Extendedhomework:Writeeightdifferent“can”sentencestointroducepersonalskills.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyindailyexpression.【BlackboardDesign】Unit5FunClubsGrammarFocus1.Affirmative:Subject+can+verbprototype2.Negative:Subject+can’t+verbprototype3.Questions:Can+subject+verbprototype?Shortanswers:Yes,Ican./No,Ican’t.Tip:Can+baseformofverbs【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterbasicgrammarrulesofmodalverb“can”andfinishbasicexercisesaccurately.Theirstandardizedlanguageapplicationabilityisimproved.Afewstudentsstillmakemistakesinsentencetransformation.Futureteachingwillincreasesituationaldrillstostrengthenflexibleapplication.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thislisteningandspeakinglessonexpandsmoreactivityvocabulariesandadvanced“can”sentences.Itfocusesontalkingaboutwhatpeoplecandoindifferentclubactivities,improvingstudents’flexibleandpracticaloralcommunicationskills学情分析Seventhgradershavegraspedbasic“can”structuresandsimpleclubexpressions.However,theiractivityvocabularyislimited,andtheylackfluencyinextendedanddetailedclub-themeddialogues核心素养（教学）目标Languagecompetence:Masternewclubactivitywordsandflexiblyuse“can”sentencestodescribevariousabilitiesandclubactivities.Thinkingquality:Classifydifferentclubactivitiesandmatchpersonalskillswithproperclubchoiceslogically.Culturalawareness:Appreciaterichcampusclubculturesanddeveloppositivehobbies.Learningability:Improvelisteningdetailscapturingandindependentsituationaldialogueexpressionabilities.德育安全Enrichhobbies;keepsafeinclubactivities教学重点难点Keypoints:Masternewactivityvocabularyandextended“can”dialogues.Difficultpoints:Makenatural,detailedandcoherentclub-themedconversationsfreely.教法学法Audiolistening,situationalsimulation,cooperativedialogueandimitationdrills.教学准备Listeningaudio,PPTandwordcards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithpoliteEnglishgreetings.StudentsreviewcoreknowledgeofSectionA,includingcommonclubnames,skillvocabularyandbasic“can”affirmativeandinterrogativesentences.Theteacherorganizesquickoralquestioning,allowingstudentstobrieflyintroducewhattheycandoandwhichclubstheyprefer.Theteacherpointsoutthatsimpleexpressionsarenotenoughforrealcommunication,andguidesstudentstolearnricheractivitywordsandmoreflexibledialoguesinthislessontointroduceclubactivitiesindetail.Step2:Pre-listeningVocabularyLearningTheteacherdisplaysnewactivity-relatedwordsandphrasesin1a,suchastellstories,playthepiano,swimandotherextendedclubskills.Theteacherteachesstandardpronunciation,correctcollocationsandusagescenariosofeachphrase,distinguishingdifferentclubactivityfeatures.Studentspracticevocabularythroughrepeatedreadinginvariousformstoconsolidatememorization.Afterthat,studentsfinishthe1amatchingtaskindependently.Theteacherchecksanswersuniformlytoremovevocabularyobstaclesforsubsequentlisteningtraining.Step3:While-listeningHierarchicalTrainingTheteachercarriesouthierarchicallisteningpracticefor1band1c.Beforeplayingtheaudio,theteacherclarifieslisteningtasks,requiringstudentstofocusonspeakers’differentabilitiesandtheirsuitableclubactivities.Forthefirsttime,studentslistentogetthemainideaofthedialoguecontent.Forthesecondtime,studentscatchdetailedinformationandcompletecorrespondinglisteningtaskscarefully.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultsentences,andsummarizeseffectiveskillsforunderstandingdailyclubcommunicationdialogues.Step4:Post-listeningImitation&OralDrillsTheteacherextractskeydialoguepatternsfromthelisteningmaterial,focusingonextendedsentencesaboutactivityperformanceandclubmatching.Theteacherdemonstratesstandardpronunciationandnaturalintonation,andexplainshowtousediversephrasestoenrichsimple“can”sentences.Studentsfollowtheaudiotoimitaterepeatedlytostandardizetheiroralexpression.Thenpairworkiscarriedout.Studentstaketurnstoaskandansweraboutwhattheycandoandwhichclubtheywanttojoin.Theteacherwalksaroundtocorrectwrongexpressionsandencouragesshystudentstospeakactively.Step5:SituationalConsolidation&ValueGuidanceTheteachersummarizesthenewphrasesandflexible“can”sentenceusageslearnedinthislesson.Combinedwiththe1dactivity,asimulated“ClubRecruitmentInterview”isheldinclass.Studentscooperateinpairstocompletecompleteanddetaileddialogues,showingtheirvariousabilitiesandapplyingforidealclubs.Meanwhil