资源简介

中小学教育资源及组卷应用平台
Unit 5 Fun Clubs
Overview
The theme of this unit is “Fun Clubs”, which falls under the “People and Society” category, specifically focusing on “Sports, arts and other club activities, and potential development”. Taking “clubs” as its core theme, this unit conducts in-depth discussions around the key question “Why do we join school clubs ” through various teaching formats, such as four daily dialogues, four advertisements, and a project-based learning task titled “Start your own club”. The unit aims to guide students to proactively learn about the various clubs available at school, enable them to select suitable ones based on their interests, specialities and other factors, and encourage them to actively participate in club activities.
Teaching Aims
By the end of this unit, students will be able to:
name common school clubs, introduce regular activities of the clubs, actively explore the significance of different clubs, and make choices of clubs suitable for themselves based on comprehensive consideration of their interests, strengths, etc.;
summarize the usage of the modal verb “can” to express “ability”, and correctly use “can” to introduce their own or others’ abilities;
master the key elements for designing club recruitment posters and grasp the sentence patterns required for writing self-recommendation letters;
be aware of the importance of participating in club activities, take an active part in club activities and thus enrich their school life.
Framework Diagram of Unit Theme Content
Sections
Section 1 Opening page, Section A 1a-1d
Section 2 Pronunciation, Section A 2a-2e
Section 3 Grammar Focus, Section A 3a-3d
Section 4 Section B 1a-2b
Section 5 Project 3a-3c
Section 6 Reading plus
Section 1 Opening page, Section A 1a-1d
Content Analysis
This section consists of three parts: the Opening Page, Listening, and Speaking.
The opening page serves as the unit’s introduction, where students gain an overview of the theme “Fun Clubs”, understand the unit’s learning objectives, and explore one core question plus three theme-picture-related questions.
The Listening part includes three dialogues, each focusing on students participating in the recruitment activities of different clubs. Each dialogue features a group of students discussing their abilities to do different things and giving “yes/no” responses. These three dialogues first help students learn about different school clubs and guide them to choose suitable ones based on their interests and abilities. Furthermore, through activities like listening to the dialogues and completing sentences, students learn to communicate orally in the context of club application self-recommendation—expressing their ideas and introducing their capabilities.
Presented as simple question-and-answer exchanges, the dialogues help students master club names (e.g., “art club”, “science club”, “drama club”, “chess club”). They also introduce key language: ability-related sentences (“I can play ping-pong.” “I can’t play Chinese chess.”), questions about others’ abilities (“Can you do sth. ”), corresponding responses (“Yes, I can./No, I can’t.”), and club application expressions (“I want to join...”). With these models, students can imitate the dialogues to ask and answer questions about their intention to join a school club.
Learning Objectives
By the end of this section, students will be able to:
1. identify, memorize and correctly use new words and expressions related to different types of clubs;
master and apply the pre-listening prediction skill;
3. apply the listening strategy of “listening for detailed information” to grasp key details in dialogues;
4. use club names and target sentence patterns to ask others about school clubs and their required/own matching abilities.
Focal and Difficult Points
Focal Points
1. Master English names of different clubs and their expressions; accurately describe one’s own and others’ abilities with “can”.
2. Clarify club recruitment interview purposes; build complete, coherent conversations by “expressing interest” (e.g., “I’m interested in the art club.”) and “introducing abilities” (e.g., “I can paint well.”).
Difficult Points
1. Flexibly apply learned language in simulated scenarios to clearly introduce interested clubs and one’s matching abilities.
2. Use learned recruitment conversation patterns to create personalised role-play content based on different clubs’ features, instead of mechanical imitation.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Opening page 1. Show students the theme picture and the title of this unit, and ask them to brainstorm words and expressions related to the “fun clubs”. 2. Ask students to look at the title and the theme picture again and ask these questions: 1)What are the students in the picture doing 2)What club do you think they are in 3)Do you want to join this club 1. Look at the unit’s theme picture and title, then think of and speak out related words and expressions. 2. Look at the theme picture and title again and answer the questions. Possible answers: 1)The students in the picture are working on the robots. 2)I think they are in a robotics club. 3)I want to join this club. To spark students’ interest in active participation.
Step 2 Pre-listening 1. Play a video about different fun school clubs and set the scenario of joining the clubs. 2. Guide students to look at the pictures in 1a and help them name the clubs correctly. 3. Ask students to finish Task 1a first, then follow up with a question: What school club do you want to join 1. Watch and listen to the video carefully and learn about the main ideas. 2. Look at the pictures in 1a and try to speak the names of the clubs in the pictures correctly. 3. First, match the club names in the box with the pictures in 1a. Then talk about the club(s) they want to join. Sa: I want to join..., because I can/want to... To help students prepare for the subsequent listening activities.
Step 3 While listening 1. Play the recording and ask students to finish 1b to answer the question: Which club does each student want to join Offer listening tips before playing. 2. Ask students to listen again and finish 1c to find out whether the students can join the club. 3. Ask students to listen to the conversation again and then think about the following questions: 1) Who can’t join the club Why 2) Besides Chinese chess, what else does Sam want to learn in the chess club 3) What lines (lines) does Lin Hua read Listen to the recording. Write down the names of the clubs. Then report their answers. Listen again and fill in the blanks in 1c with “can” or “can’t” according to what the students can or can’t do. 3. Listen to the conversation again and then think about and answer the questions. To guide students to focus on the main information of the conversation.
Step 4 Post listening 1. Play the recording and ask students to imitate the pronunciation and intonation of the conversation and then repeat it. 2. Ask students to take part in the group work of club recruitment. Some act as interviewers (asking about the abilities of applicants), and some act as applicants (talking about their intentions and abilities to join the club). After the activity, ask them to vote for the best performance. 1. Listen again and imitate the pronunciation and intonation, and then repeat the conversation. 2. Work in groups and role-play a conversation between a club interviewer and an applicant, and then vote for the best performance. To help students practice the target language through group work and discover their own interests.
Step 5 Homework 1. Ask students to summarise and recite the key words, phrases and sentences learned in this lesson. 2. Ask students to choose two clubs they want to join and write down their abilities that match the clubs. 1. Summarise and recite the words, phrases and sentences learned in this lesson. 2. Choose two clubs they want to join. Write down their abilities. To help students consolidate what They have learned and get ready for the next section.
Blackboard Design
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