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单元教学设计
单元学习主题 Unit 1 Can you play the guitar
单元教学设计说明 （1）指导思想与理论依据 基于大观念的单元整体教学设计是指教师基于课程标准，围绕特定主题，深入解读、分析、整合和重组教材等教学资源后，结合学习主体的需求，搭建起的一个由单元大主题统领、各语篇子主题相互关联、逻辑清晰的完整教学单元，使教学能够围绕一个完整的单元主题设定目标，引导学生通过对不同单一语篇小观念的学习和提炼并建立关联，生成基于该单元主题的大观念。（王蔷，2021） 具体而言，所有的语言学习都应该在一定的主题语境下进行，即学生围绕某一主题语境，基于不同类型的语篇，在解决问题的过程中，运用语言技能获取、梳理、整合语言知识和文化知识，深化对语言的理解，重视对语篇的赏析和探究文化内涵，汲取文化精华；同时，尝试运用所学语言创造性的表达个人观点态度、个人意见并运用各种学习策略，提高理解和表达的效果。 （2）单元教学内容分析
单元整体教学思路（教学结构图）
课时教学设计
课题 Unit 1 Can you play the guitar Period 1
教学内容分析 本部分通过图文展现社团招聘以及学生应聘的场景，并通过此场景呈现与谈论能力、介绍及选择社团等相关的句型和重点词汇。 1a-1c 通过主题图、听力输入呈现有关才能和社团名称的核心词汇和句型。2a-2d 的重点是听说教学。这一部分听力活动的层次性比较强，2d以“加入社团”为话题，提供一个语境完整、内容丰富的对话，自然呈现本单元的核心句型，为学生进一步的输出语言提供了口语范例。
学习目标确定 Tell the Expressions about the school clubs. Listen to get the club the students want to join and the reasons. Give an oral report about what clubs you want to join and the reasons.
学习重点难点 (1) Tell the Expressions about the school clubs. (2) Listen to get the club the students want to join and the reasons. (3) Give an oral report about what clubs you want to join and the reasons.
学习评价设计 能否运用目标语言提供想加入俱乐部的名称和至少能从喜好和能力两个方面提供原因理由。
5.学习活动设计
教师活动 学生活动
环节一：Get to know words about school clubs and the context
教师活动 1 Step 1 Ask students to watch a video about school clubs and present the question: What is the video clip about Step 2 T presents the question: What club do you know in our school Then based on the students’ generation, the teacher shows some pictures and supplement more expressions about the school clubs. Step 3 T presents the learning context: At the beginning of this term, every school club is recruiting new members. In the recruitment, school journalists (记者) are doing a survey ... 学生活动 1 The students watch the video and think about the answers to the question. Students discuss and then give the expressions about the school clubs. Students get to know the learning context.
活动意图说明： 通过观看视频，吸引学生的学习兴趣并的导入学习主题。 通过问题引导学生说出我校的社团的名称，并根据学生的口头生成情况，利用图片补充相关的社团英文名称。 创设听力学习的情境，在情境中学习目标语言。
环节二： While-listening
教师活动 2 Step 1 Listen and answer the questions. Questions will be given after listening. Step 2 Listen and get what club Bob, Lisa, and Mary want to join and the reasons by filling the blanks. Then, the teacher asks students to give a report about what club they want to join and the reasons. Based on the listening, the teacher asks students to think and discuss: Why does Bob want to join the English club Lisa can’t play chess, but why does she want to join the chess club What are the reasons for joining a club Step 3 Then the teacher asks students to listen to 2d and tell: 1. What club may Bob want to join Why 2. As for which club to join, what suggestion does Bob give the Jane 3. Does Jane take Bob’s advice Why Then the teacher asks students to retell the conversation in their own words. 学生活动 2 Students listen and understand the dialogue and then answer the questions. Listen and take notes. Give an oral report. Have a discussion with their partners. Listen and take notes. Retell according to the key words.
活动意图说明: 通过听三段学生参加社团的讨论，获取他们想要加入的社团以及原因，在语境中输入目标语言。
环节三： Out-put
教的活动 3 Step 1 The teacher asks students to discuss: What club do you want to join Why Help students to sort out the reasons. Step 2 Make an interview Step 3 Homework Write a short passage to introduce your interview result. 学的活动 3 Have a discussion. Make an interview and then give a report.
活动意图说明 运用目标语言，内化巩固目标语言。
板书设计 Unit 1 Can you play the guitar School clubs Key sentences and structures Reasons What club do you want to join I can... I want to join … I like to do/doing sth Why I am good at doing sth Can you... Yes, I can. No, I can’t.
教学反思与改进 在教学的过程中关注一般现在时第三人称单数的准确使用，can情态动词后动词的形式，like后接的词形的准确性。

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