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Unit 5 Fun Clubs
Section A(2a-2e)
Students can master the key words and phrases related to clubs, such as “drama club”, “chess club”, “ping - pong club”, “join”, “be good at”, etc.
Students are able to understand and use the target language “Can you... Yes, I can. / No, I can't.” to talk about abilities and club - joining intentions.
1. Key Points
The vocabulary related to different clubs and expressions of abilities.
The usage of “Can you... ” questions and their affirmative and negative answers.
2. Difficult Points
How to use the target language flexibly in real - life situations to talk about clubs and personal skills.
How to help students understand and express their own interests and abilities clearly.
1. Warming - up
Greet the students as usual.
Show some pictures of students participating in different club activities on the PPT, such as students playing chess, acting in a drama, and playing ping - pong. While showing the pictures, ask students: “What are these students doing Do you know which clubs they are in ” Encourage students to answer in English as much as possible. This activity can arouse students' interest in the topic of clubs and quickly bring them into the English - learning atmosphere.
2. Pre - listening
Present the new words about clubs on the blackboard or PPT, including “drama club”, “chess club”, “ping - pong club”. Teach students to read these words correctly. Pay attention to the pronunciation of “drama” / drɑ m /, “chess” /t es/, and “ping - pong” / p p /. Let students read the words in chorus and individually to ensure they can pronounce them accurately.
Then, show some pictures of different clubs again and ask students to match the pictures with the club names they have just learned. For example, point to a picture of students acting on a stage and ask: “Which club is this ” Students should answer “Drama club.” This activity helps students review and consolidate the new vocabulary.
3. While - listening
Activity 2a
Tell students that they will hear three short conversations. Before playing the recording, ask students to look at the pictures in 2a and predict what clubs the students in the pictures might want to join. Then, play the recording for the first time. Students listen carefully and circle the clubs they hear.
After the first listening, check the answers with the whole class. Play the recording again, and this time, ask students to listen carefully and write down the reasons why the students want to join those clubs. After the second listening, invite several students to share their answers. For example, a student might say: “Teng Fei wants to join the ping - pong club because he can play ping - pong well.”
Activity 2b
Explain to students that they will listen to the conversations again. This time, they need to complete the chart in 2b with the information about when the club members meet and whether the students can come.
Play the recording for the third time. Students listen and fill in the blanks. After that, ask students to work in pairs to check their answers. Then, call some pairs to come to the front of the class and report their answers. The teacher gives feedback and corrects any mistakes.
4. Post - listening
Activity 2c
Divide students into pairs. Let them role - play the conversations in 2a. One student acts as the person who wants to join the club, and the other acts as the club member or the person in charge of the club. They should use the information they got from the listening and add some creative elements to their conversations. For example, they can ask more questions about the club activities or express their concerns.
Walk around the classroom to monitor the pairs' conversations. Offer help and guidance when necessary. After a few minutes, invite some pairs to come to the front of the class and perform their role - plays. The rest of the class watches and listens carefully, and then gives their comments. The teacher also gives positive feedback and points out areas for improvement.
5. Reading
Activity 2d
First, ask students to read the conversation in 2d quickly without paying attention to the blanks. Let them try to understand the general idea of the conversation, such as who are talking, where they are talking, and what they are talking about. After they finish reading, ask some students to summarize the main idea. A student might say: “It's a conversation between Jane and Bob. They are talking about the clubs in their school.”
Then, ask students to read the conversation again carefully and fill in the blanks with the words or phrases they think are suitable. While they are reading, remind them to pay attention to the context and grammar. After they finish filling in the blanks, ask them to work in pairs to check their answers.
Finally, play the recording of the conversation. Students listen and check their answers again. The teacher explains the key language points in the conversation, such as “What club do you want to join ” “I'm not sure yet.” “You're very good at telling stories.” etc. Make sure students understand the usage and meaning of these expressions.
6. Language Focus
Write the key sentences on the blackboard, such as “Can you... Yes, I can. / No, I can't.” “What club do you want to join ” “I want to join the... club because...”
Explain the structure and usage of “Can you... ” questions. Point out that we use this structure to ask about someone's ability. The affirmative answer is “Yes, I can.” and the negative answer is “No, I can't.” Then, give some examples: “Can you sing Yes, I can.” “Can you play the guitar No, I can't.”
For the sentence “What club do you want to join ”, explain that it is used to ask about someone's intention to join a club. The answer usually follows the pattern “I want to join the... club because...” Let students practice making sentences using these structures. First, ask them to make sentences individually, and then share their sentences with their partners. Walk around the classroom to listen to their sentences and correct any mistakes.
7. Practice
Activity 2e
Let students work in groups of four. Each group member first thinks about their own abilities and the club they would like to join. They can write down some notes on a piece of paper. For example, one student might write: “I can dance. I want to join the dance club because I like dancing and want to make more friends who like dancing.”
Then, each group member takes turns to talk about their abilities and the club they want to join using the target language. The other group members listen carefully and can ask some questions, such as “Can you dance well ” “Why do you think the dance club is suitable for you ”
After each group member has finished speaking, the group selects one of the best - described club - joining intentions and writes it down on a big piece of paper. Then, each group comes to the front of the class and presents their selected club - joining intention to the whole class. The rest of the class listens and can ask some questions or give their opinions.
8. Summary
Summarize the key points of this class with the students. Review the new words about clubs, the key sentences for talking about abilities and club - joining intentions, and the main content of the listening and reading materials.
Ask students to recall what they have learned in this class. Invite several students to share their learning gains. For example, a student might say: “I learned some new club names like drama club and chess club. I also learned how to use ‘Can you... ’ to ask about abilities.”
9. Homework
Ask students to write a short passage about the club they want to join. They should include their abilities, the reason why they want to join the club, and what they expect to do in the club. The passage should be at least 50 words.
Tell students to prepare for the next class, where they will learn more about different clubs and their activities.

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