人教版七年级英语上册 Unit5 Fun Clubs 教案（9课时）

【新教材】人教版（2024）七年级上册英语Unit5FunClubs

教案

SectionAla-ld

课题SectionAla-ld

课型讲授听说课课时1总课时

Thislisteningandspeakinglessonfocusesonschoolclubvocabulary.Itoffersbasic

communicativesentencesfortalkingaboutclubpreferences,consolidatingstudents'

教材分析

abilitytoconductsimpleandauthenticcampusoralcommunicationinthemed

situations

Seventhgradersarecuriousaboutvariousschoolclubactivities.Theyhavebasicoral

学情分析skillsbutlackspecializedclubvocabularyandfailtoexpresspersonalhobbiesand

clubintentionsaccuratelyinEnglish

Languagecompetence:Mastercommonschoolclubwordsandmastercoresentences

toaskandansweraboutclubparticipationintentions.

核心素养Thinkingquality:Analyzepersonalstrengthsandmatchsuitableclubslogically.

（教学）Culturalawareness:Appreciatediversecampusclubculturesanddeveloppositive

目标after-schoolhobbies.

Learningability:Improvelisteningcomprehensionandsituationaldialogueskills

throughindependentpracticeandgroupcooperation

德育安全Develophealthyhobbies;followclubactivityrules

Keypoints:Graspclubvocabularyandflexibleuseoftargetdialoguepatterns.

教学重点

Difficultpoints:Talkaboutpersonalclubchoicesandreasonsnaturallyinreal

难点

situations.

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)

TheteacherbeginstheclasswithstandardEnglishgreetingstocreatearelaxedand

activeclassroomatmosphere.Toactivatestudents5existingknowledgeandlife

experience,theteacherconductssimpleinteractivequestioningaboutstudents'daily

第1页共27页

hobbiesandspare-timeactivities;.Studentssharetheirfavoriteactivitieswithsimple

Englishwordsorshortsentences.Theteachergivespositivefeedbackandguides

studentstothinkaboutcolorfulschoolclubresources.ByintroducingtheschooPs

variousfunclubs,theteachernaturallyleadsstudentstothenewtopicoftalkingabout

clubchoicesinEnglish,clarifyingthelearningtasksandgoalsofthislessonforstudents.

Step2:Pre-listeningVocabularyLearning(12minutes)

Theteacherdisplaysvividpicturesofdifferentschoolclubsinvolvedinla,

includingsports,music,art,chessandEnglishclubs.Theteacherteachesthe

pronunciation,spellingandfixedcollocationofeachclubvocabularyindetail,correcting

commonpronunciationmistakesofstudents.Studentspracticenewwordsthrough

diversemethodssuchasindividualreading,groupreadingandchoralreadingtodeepen

memorization.Afterfullymasteringthevocabulary,studentsindependentlycompletethe

picture-wordmatchingtaskinla.Theteacherchecksallanswersuniformlytoremove

languagebarriersforthesubsequentlisteninglearninglinks.

Step3:While-listeningHierarchicalTraining(15minutes)

Theteachercarriesouthierarchicallisteningtrainingforlband1clisteningtasks.

Beforeplayingtheaudio,theteacherclearlyputsforwardlisteningrequirements,guiding

studentstofocusonkeyinformationincludingspeakers*favoriteclubsandpersonal

strengths.Forthefirsttimeofplayingtheaudio,studentslistentogetthegeneralideaof

theshortdialogues.Forthesecondplayback,studentscarefullycapturedetailed

informationandfinishmatchingtasks.Afterlistening,theteacheranalyzeskeylistening

clues,replaysdifficultsentencesegments,andsummarizeseffectivelisteningskillsto

helpstudentsimprovetheirinformationcapturingaccuracy.

Step4:Post-listeningImitationandOralPractice(15minutes)

Basedonthelisteningdialogues,theteacherextractsandsortsoutthecore

communicativesentencepatternsofthislesson.Theteacherdemonstratesstandard

pronunciationandintonation,andfocusesonexplainingiheusagescenariosofkey

sentencesforaskingandansweringclubchoices.Studentsfollowthestandardaudioto

imitaterepeatedlytostandardizetheiroralexpression.Thenpairworkisorganized.

Studentstaketurnstoactasinterviewersandintervieweestopracticedialoguesabout

joiningclubs.Theteacherpatrolstheclassroomtocorrectwrongsentencestructuresand

improperexpressions,andencouragesintrovertedstudentstoparticipateinoralpractice

bravely.

Step5:SituationalConsolidationandValueInfiltration(10minutes)

第2页共27页

Theteachersystematicallysummarizesthekeyvocabularyandsentencepatterns

learnedinthisclass.CombinedwiththeactivityrequirementsofId,theteachercreatesa

vivid“SchoolClubRecruitment^situation.Studentssimulaterealcampusrecruitment

scenestoconductautonomousdialogueandcommunication,flexiblyusingtarget

languagetointroducetheirstrengthsandclubintentions.Duringtheactivity,moral

educationisinfiltrated.Theteacherguidesstudentstodeveloppositiveandhealthy

hobbies,enrichafter-schoollifeandchoosesuitableclubstopromoteall-roundpersonal

development.

Step6:ClassSummaryandLayeredHomework(10minutes)

Theteacherandstudentsjointlyreviewthecoreknowledgeofthelesson,sortingout

clubvocabularyandthemeddialoguestructuresagain.Theteacheremphasizesthekey

anddifficultpointsofflexibleoralexpressiontoconsolidatestudents*learninggains.

Layeredhomeworkisarrangedforallstudents.Basichomeworkrequiresstudentstoread

andmemorizenewwordsanddialoguesproficiently.Extendedhomeworkasksstudents

tocreateoriginaldialoguesaboutclubselection.Theteacherencouragesstudentsto

applyEnglishknowledgeflexiblyinrealcampuscommunication.

[BlackboardDesign]

Unit5FunClubsSectionAla-ld

KeyClubs:sports,music,art,chess,Englishclub

KeySentences:

—Whatclubdoyouwanttojoin?

—Iwanttojointhe...club.

—Whatcanyoudo?—Ican...

【布置作业】学生完成《能力培养与测试》本课时时应练习，要求学生认真完成，

巩固所学知识。

Moststudentscanproficientlymasterclubvocabularyandbasicdialoguepatterns,and

教activelyparticipateinlisteningandoralpracticeactivities.Theirsituationalcommunication

学abilityhasbeengreatlyimproved.However,afewstudentscannotusesentencesflexiblyin

反authenticscenes.Futureteachingwilladdmoresituationaldrillstostrengthenstudents'

flexiblelanguageapplicationability.

第3页共27页

SectionAPronunciation

课题SectionAPronunciation

课型讲授听说课课时1总课时

Thispronunciationlessonfocusesonvowelsoundsandwordstressofclub-themed

教材分析words.Itstandardizesstudents*oralpronunciation,correctscommonphoneticerrors,

andhelpsthemspeakrelateddialogueswithnaturalrhythmandintonation.

Seventhgradershavelearnedbasicclubvocabularyanddialoguesentences.However,

学情分析theyoftenmispronouncevowels,confusewordstress,andspeakrigidlywithout

naturalsentenceintonationinoralcommunication

Languagecompetence:Masterstandardpronunciationandstressrulesofunitclub

words,andgraspnaturalintonationofdailyclubdialogues.

Thinkingquality:Distinguishcorrectandincorrectpronunciationandsummarize

核心素养

phoneticrulesindependently.

（教学）

Culturalawareness:DevelopstandardandpoliteoralEnglishhabitsincampus

目标

communication.

Learningability:Masterimitationandcomparativelearningmethodstorealize

autonomouspronunciationcorrection

德育安全Practiceearnestly;maintainorderlyclassroompractice

Keypoints:Masterstandardpronunciationandcorrectstressofcoreclubvocabulary.

教学重点

Difficultpoints:Matchaccuratepronunciationwithnaturalintonationincomplete

难点

sentences

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-in

TheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroom

atmosphere.Studentsreviewcoreclubvocabularyandtargetdialogueslearnedbefore

throughcollectivereading.Theteacherlistenscarefullyandrecordscommon

pronunciationproblems,includingwrongvowelsounds,misplacedwordstressandstiff

第4页共27页

sentencetones.TheleciuherpointsoutihalslcindardpronuncialioiiistheIbundatioiiof

fluentoralEnglish,andclarifiesthatthislessonaimstocorrectphoneticerrorsand

masternaturalspeakingrhythmforclub-themedexpressions.

Step2:NewPronunciationRuleExplanation

Theteacherdisplayskeyunitwordssuchasclub,sport,music,artandjoin,focusing

onanalyzingtheirvowelpronunciationsandstressedsyllables.Standardaudioisplayed

repeatedlytorstudentstoperceivecorrectphoneticsounds.1'heteacherdemonstrates

mouthshapeandpronunciationskillsinperson,andcompareswrongandstandard

pronunciationtohighlightdifferences.Simpleandeasy-to-understandphoneticrulesare

summarizedtohelpstudentsmemorizequickly.Meanwhile,theteacherexplainsbasic

sentenceintonationrulesforquestionandanswerdialoguesaboutclubchoices.

Step3:LayeredImitationDrills

Progressivelayeredpracticeiscarriedoutfromsinglewordstocompletesentences.

Firstly,studentsfollowtheaudiotoimitatewordpronunciationonebyone,focusingon

accuratevowelsandcorrectstress.Theteacherpatrolsandcorrectsindividualstudents'

pronunciationproblemsintime.Afterwordtraining,studentspracticetargetsentences

repeatedly,integratingwordpronunciationwithsentencerhythm.Choralreading,group

readingandindividualreadingarecombinedtoconsolidatepronunciationstandardization

andimproveoralfluencystepbystep.

Step4:SoundComparison&ErrorCorrection

Theteacherdesignssounddiscriminationactivitiestostrengthenstudents'phonetic

recognitionability.Theteacherreadswordsandsentenceswithstandardandwrong

pronunciationalternately,andstudentsjudgeandcorrectenorsimmediately.Afun

pronunciationPKgameisorganized,wherestudentstaketurnstoreadwordsand

dialogues,andthewholeclassevaluatestheirpronunciationaccuracyandfluency.

Throughinteractivecompetition,students'learningenthusiasmisstimulated,and

commonpronunciationerrorsareeffectivelysolved.

Step5:SituationalPronunciationApplication

Theteacherintegratespronunciationtrainingintorealsituationalcommunication.

Studentscarryoutpairdialoguepracticeofclubrecruitmentscenarios.Duringthe

第5页共27页

coniiiiunicalioii,studentsarerequiredtofocusonaccuratev/ordproiiuiicicition,correct

stressandnaturalsentenceintonation.Theteacherselectsoutstandingstudentsfor

demonstrationperformancetosetexamplesforthewholeclass.Meanwhile,studentsare

guidedtospeakEnglishconfidentlyandpolitely,forminggoodoralexpressionhabits.

Step6:Summary&LayeredHomework

Theteacherandstudentsjointlyreviewthekeypronunciationrulesandintonation

skillslearnedinthislesson,summarizingcommonphoneticerrorsandcorrection

methods.Layeredhomeworkisassigned.Basichomework:Followtheaudiotoimitate

andreadwordsanddialogueseveryday.Extendedhomework:Recordyourownreading

audioandcheckpronunciationproblemsindependently.Theteacherencouragesstudents

toinsistondailypronunciationpracticetopolishoralEnglish.

[BlackboardDesign]

Unit5FunClubsPronunciation

Focus:VowelSounds&WordStress

KeyWords:club,sport,music,artjoin

SentenceIntonation:Risingforquestions,fallingforanswers

KeySentence: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。

Moststudentsmasterstandardpronunciationandstressrulesofcorevocabularyand

教improvetheirsentenceintonationthroughimitationandgames.Afewstudentsstillmake

学occasionalvowelmistakes.Futureteachingwilladdtargetedrepeateddrillstoconsolidate

反theirpronunciationaccuracyandfluency.

思

第6页共27页

SectionA2a-2e

课题SectionA2a-2e

课型讲授听说课课时1总课时

Thiscomprehensivelessonexpandsability-relatedvocabularyandcoremodalverb

教材分析"can"structures.Itintegrateslistening,readinganddialoguepracticetohelpstudents

introducepersonalskillsandclubjoiningintentionslogicallyandfluently

Seventhgradershavemasteredbasicclubwordsandsimpleclub-choicedialogues.

学情分析Theycanexpresssimpleintentionsbutlackdiverseskillwordsandflexible"can”

sentenceusageforcompletecommunication.

Languagecompetence:Masterskillvocabularyandflexible"can"affirmativeand

interrogativesentencestructurestotalkaboutpersonalabilitiesandclubchoices.

Thinkingquality:Matchpersonalskillswithsuitableclubsandformlogical

核心素养

expressivethinking.

（教学）

Culturalawareness:Discoverpersonalstrengths,embracediversehobbiesandenjoy

目标

colorfulcampusclublife.

Learningability:Improveintegratedlistening,readingandsituationaloralexpression

abilitiesthroughcooperativelearning.

德育安全Showself-confidence;abidebyclubactivitydisciplines.

Keypoints:Masterskillwordsandflexibleapplicationof“can"sentencepatterns.

教学重点

Difficultpoints:Usecompletesentencestomatchabilitieswithclubchoices

难点

coherently

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-in

TheteacherstartstheclasswithstandardEnglishgreetingstoactivateclassroom

atmosphere.Studentsreviewbasicunitknowledgeincludingvariousclubvocabularyand

simpleclub-joiningdialogueslearnedinla-Id.Theteacherorganizesquickpair

interactionsforstudentstotalkabouttheirfavoriteschoolclubsfreely.Duringthe

第7页共27页

corninunicalioii,theteacherfindsihalsludenls1expressionskickdekiiledskill

descriptions.Theteachernaturallyleadsinthenewlesson,pointingoutthattoday's

studyhelpsstudentsintroducepersonalabilitiesclearlytochooseproperclubs.

Step2:Pre-listeningVocabularyLearning

Theteacherdisplayscoreskillvocabularyin2a,includingsing,dance,draw,swim,

playchessandplaysports.Theteacherteachesstandardpronunciation,spellingand

practicalusageofeachword,andmatcheseachskillwithcorrespondingclubscenarios.

Studentsconductmulti-formreadingexercisestoconsolidatevocabularymemorization.

Thenstudentsfinishthe2amatchingtaskindependentlytoconnectpersonalskillswith

suitableclubs.Theteacherchecksanswersuniformlytoeliminatelanguagebarriersfor

subsequentlisteninganddialoguelearning.

Step3:While-listeningTaskTraining

Theteachercarriesouthierarchicallisteningtrainingfor2btasks.Beforeplayingthe

audio,theteacherclarifieslisteninggoals,requiringstudentstofbcusonspeakers'

personalskillsandtheirtargetclubs.Forthefirstaudioplayback,studentslistentograsp

thegeneraldialoguetheme.Forthesecondplayback,studentscompleteblank-fillingand

matchingtaskscarefully.Afterlistening,theteacheranalyzeskeylisteninginformation,

replayskeysegments,andguidesstudentstosummarizeskillsofcapturingabilityand

intentioninformationindialoguesaccurately.

Step4:TextReading&Role-playPractice

Basedon2cto2edialoguetexts,theteacherconductsin-depthtextanalysis.

Studentsreaddialoguessilentlyfirsttosortoutthelogicalchainofaskingabilities,

introducingskillsandconfirmingclubchoices.Thenimitativereadingiscarriedoutto

standardizestudents'pronunciationandintonationandfeelthenaturaloralrhythm.After

familiarizingwiththetext,pairrole-playactivitiesarelaunched.Studentstaketurnstobe

recruitersandapplicantstosimulaterealclubrecruitmentcommunication.Theteacher

patrolstimelytocorrectwrong"can"sentencestructuresandsingleexpressions.

Step5:SituationalConsolidation&ValueInfiltration

Theteachersystematicallysummarizesnewskillvocabularyandcore“can”

sentencepatternslearnedinthislesson.A"ClubRecruitmentShow“situationalactivity

第8页共27页

isheld.Sludenlscombineiheirrettlpersonalsirengihstoiiilroduuetheirabilitiesand

applyforidealclubswithcompleteandfluentsentences.Meanwhile,moraleducationis

infiltrated.Theteacherguidesstudentstodiscovertheirownadvantages,build

self-confidence,andactivelyparticipateincampusclubactivitiestoenrichafter-school

life.

Step6:Summary&LayeredHomework

Iheteacherandstudentsjointlyreviewkeyknowledgeotthelesson,sortingout

skillvocabularyandaffirmativeandinterrogative"can"sentencestructures.Theteacher

emphasizestheflexiblematchingofpersonalabilitiesandclubchoicesinoralexpression.

Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialogues

proficiently.Extendedhomework:Makefiveoriginaldialoguesaboutpersonalskillsand

clubapplications.TheteacherencouragesstudentstouseEnglishtoshowthemselves

bravely.

[BlackboardDesign]

Unit5FunClubsSectionA2a-2e

KeySkills:sing,dance,draw,swim,playchess

KeySentences:

一Whatcanyoudo?一Ican...

一Canyou...?一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。

Moststudentsmasterskillvocabularyandbasic"can"sentencestructures,participating

教

activelyinrole-playandsituationalactivities.Theiroralexpressionabilityisimproved.A

学

fewstudentsmakemistakesinnegativesentences.Futureteachingwillstrengthentargeted

反

drillstoenhanceexpressionaccuracy.

思

第9页共27页

SectionAGrammarFocus

课题SectionAGrammarFocus

课型讲授听说课课时1总课时

Thisgrammarlessoncentersonthemodalverb"can”.Itsystematicallysummarizesits

教材分析affirmative,negativeandinterrogativestructuresfortalkingaboutpersonalabilities

andclubintentions,standardizingstudents'themedoralandwrittenexpressions

Seventhgradershaveusedsimple“can"sentencesindailydialogues.However,they

学情分析lacksystematicgrammarcognitionandoftenmakemistakesinsentencestructureand

question-and-answertransformationinpracticalapplication

Languagecompetence:Masterthecompleteusageofmodalverb"can”,including

affirmation,negationandgeneralquestions,anduseitaccuratelytodescribepersonal

skillsandclubapplicationintentions.

核心素养Thinkingquality:Inducegrammarrulesindependentlyandformstandardizedlogical

（教学）thinkingforsentencetransformation.

目标Culturalawareness:Buildself-confidenceinshowingpersonalstrengthsand

participatingincampusactivities.

Learningability:Masterruleinductionanderrorcorrectionmethodstoimprove

autonomousgrammarlearningability

德育安全Showself-confidence;abidebyclassroomdisciplinesstrictly

Keypoints:Graspbasicstructuresof“can”indifferentsentencetypes.Difficult

教学重点

points:Skilfullytransformvarious“can"sentencesandapplythemflexiblyin

难点

scenarios.

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-in

TheteacherstartstheclasswithstandardEnglishgreetings.Studentsreviewunit

coreskillvocabularyandclub-themeddialogueslearnedbeforethroughcollective

readingandrandomquestioning.Theteacherorganizesquickoralpractice,where

第10页共27页

sludentsusesimple"can"senleiicestointroducetheirpersonalskillsandidealclubs.

Duringtheinteraction,theteacherrecordscommonproblemssuchasdisorderedword

orderandincorrectnegativeforms.Theteacherclarifiesthatthislessonwill

systematicallysortout"can”grammarrulestostandardizestudents5language

application.

Step2:SentenceObservation&RuleInduction

IheteacherdisplaysallstandardsentencesinGrammarFocusonthescreen.Guided

byhierarchicalquestions,studentsobserveandcompareaffirmative,negativeand

interrogativesentenceswith“can”.Theteachersystematicallysummarizesfixedsentence

structures,emphasizingthat"can”isfollowedbyverbprototypeswithoutinflection

changes.Theteacherexplainstheshortanswerrulesofgeneralquestionsand

differentiatescommoneasy-to-makeerrors,helpingstudentsbuildpreliminary

standardizedgrammarcognitionthroughtypicalexamples.

Step3:TypicalErrorAnalysis

Theteacherliststypicalerrorsinstudents7dailypractice,includingadding"s"after

verbs,wrongnegativewordorderandirregularshortanswers.Studentsdiscussingroups

tojudgesentencecorrectness,analyzeerrorcausesandfinishindependentcorrection.

Grouprepresentativessharetheiranalysisresults.Theteachersupplementskey

discriminationskills,summarizeserror-pronepointsof"can"usage,andhelpsstudents

avoidrepeatedmistakesinsubsequentoralandwrittenapplication.

Step4:LayeredGrammarConsolidation

Progressivegrammarexercisesaredesignedforhierarchicaltraining.Basic

exercisescoversentencefillingandsentencetransformationtoconsolidatebasic"can"

sentencestructures.Advancedexercisesincludeerrorcorrectionandsentencemaking,

requiringstudentstoflexiblyapplygrammarrulestocreatesentencesaboutpersonal

abilities.Theteacherpatrolstheclassroomtocheckstudents'exercisecompletion,

providesone-on-oneguidanceforunderachievingstudents,andcorrectsuniversalerrors

inatimelyandunifiedmanner.

Step5:SituationalGrammarApplication

Theteacherintegratesgrammarknowledgeintorealcampusscenarios.Students

第11页共27页

carryoutpairinleraulivedrillsofclubrecruitinenl.Theyusevarious"can"sentence

patternstoaskandansweraboutpersonalskills,showtheirstrengthsandapplyfortarget

clubs.Theteacherselectsoutstandingstudentsforclassroomdemonstration,affirmstheir

accuratelanguageapplication,andguidesallstudentstousegrammarknowledgeflexibly

inrealcommunicationratherthanrigidmemorization.

Step6:Summary&LayeredHomework

Iheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,

sortingouttheusagerulesof"can"inaffirmative,negativeandinterrogativesentences

again.Keyanddifficultknowledgeisemphasizedtodeepenstudents,memory.Layered

homeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterror

examples.Extendedhomework:Writeeightdifferentt4can^^sentencestointroduce

personalskills.Theteacherencouragesstudentstoapplygrammarknowledgeflexiblyin

dailyexpression.

[BlackboardDesign]

Unit5FunClubsGrammarFocus

1.Affirmative:Subject+can+verbprototype

2.Negative:Subject+can't+verbprototype

3.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。

Moststudentsmasterbasicgrammarrulesofmodalverb"can"andfinishbasic

教

exercisesaccurately.Theirstandardizedlanguageapplicationabilityisimproved.Afew

学

studentsstillmakemistakesinsentencetransformation.Futureteachingwillincrease

反

situationaldrillstostrengthenflexibleapplication.

思

第12页共27页

SectionBla-ld

课题SectionBla-ld

课型讲授听说课课时1总课时

Thislisteningandspeakinglessonexpandsmoreactivityvocabulariesandadvanced

教材分析"can"sentences.Itfocusesontalkingaboutwhatpeoplecandoindifferentclub

activities,improvingstudents'flexibleandpracticaloralcommunicationskills

Seventhgradershavegraspedbasic“can"structuresandsimpleclubexpressions.

学情分析However,theiractivityvocabularyislimited,andtheylackfluencyinextendedand

detailedclub-thcnicddialogues

Languagecompetence:Masternewclubactivitywordsandflexiblyuse"can”

sentencestodescribevariousabilitiesandclubactivities.

Thinkingquality:Classifydifferentclubactivitiesandmatchpersonalskillswith

核心素养

properclubchoiceslogically.

（教学）

Culturalawareness:Appreciaterichcampusclubculturesanddeveloppositive

目标

hobbies.

Learningability:Improvelisteningdetailscapluringandindependentsituational

dialogueexpressionabilities.

德育安全Enrichhobbies;keepsafeinclubactivities

教学重点Keypoints:Masternewactivityvocabularyandextended“can"dialogues.Difficult

难点