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中小学教育资源及组卷应用平台
Unit 5 Fun Clubs
Section 2 Pronunciation, Section A 2a-2e
Content Analysis
This part includes two parts. One is about some pronunciation rules, and the other part centres on a single dialogue. In the dialogue, three students discuss joining the school’s music club and share their individual musical talents. Among them, Emma feels slightly unconfident, as she cannot play any musical instruments. Her friends, however, recognise her strong singing voice and encourage her to join the club anyway. The three also mention the musical talent of Emma’s twin sister, Ella, hoping she will join the music club too. Additionally, the dialogue includes verb phrases related to playing musical instruments, such as “play the guitar,” “play the violin,” and “play the drums.” Through this dialogue, students can learn basic expressions for talking about club selection and personal abilities.
Vivid dialogues allow students to practice communication using the language knowledge they have acquired. They also help guide students to recognise that they should make choices based on their own abilities. Activities like role-playing further enhance students’ language application skills and deepen their understanding of the club’s key topics—ultimately boosting their interest in participating in club activities.
Two students discuss school clubs, using core sentence patterns with “can” to express ability—including affirmative sentences, negative sentences, and special interrogative sentences. The dialogue also adopts vivid, natural spoken language, such as “Hi there!”, “I have no idea.”, “I’d love to, but...”, “What about you ”, “How about you ”, and “Exactly!” Students can imitate this conversation to talk about their own club choices.
Learning Objectives
By the end of this section, students will be able to:
learn about the pronunciation rules taught in this lesson;
understand the dialogue content through listening and reading;
3. identify and use expressions related to school clubs, including using the modal verb “can” to describe personal abilities;
4. use the learned sentence patterns to introduce their chosen clubs and the reasons for their choices.
Focal and Difficult Points
Focal Points
Extract key information about the capabilities of the clubs and characters from the dialogue text, and be able to organise and summarise it;
Use the expressions “Can you... ” and “Yes, I can. / No, I can’t.” to inquire about others’ abilities, express their own abilities, and state their intentions for club selection.
Difficult Points
1. Develop the ability to listen for details (e.g., specific abilities, club preferences mentioned in the dialogue);
2. Understand the significance of joining clubs, and recognise that club choices depend on personal abilities, hobbies, and available time.
Procedures
Teaching Activities Learning Activities Purposes
Step 1 Pronunciation 1. Ask students to listen to the recording and repeat. 2. Ask students to listen, read aloud and then summarise the pronunciation rules. 1. Listen and repeat. 2. Listen, read aloud and then summarise the pronunciation rules. To guide students to identify and summarise pronunciation rules.
Step 2 Pre-listening Show pictures of different clubs, then have students work with their partners to talk about the clubs and their own abilities. Work with their partners to talk about the clubs and their own abilities. Sa: What club do you want to join Sb: I want to join the ____ club. Sa: What can you do Sb: I can ____. To help students prepare for the upcoming task.
Step 3 Listening 1. Show the picture on page 53 and guide students to make predictions by answering the following questions. 1)Who are they 2)Where are they 3)What club do they want to join 4)What instrument can they play 2. Play the recording and ask students to fill in the blanks in 2a. 3. Ask students to listen to the conversation again and imitate its pronunciation and intonation. 1. Look at the picture and learn to make predictions by answering the following questions. 2. Listen to the conversation and complete the task, and then report their answers. 3. Listen to the conversation again and imitate its pronunciation and intonation. To cultivate students’ ability to make predictions based on pictures and contextual clues.
Step 4 Reading 1. Ask students to read the conversation and complete the task in 2b. 2. Ask students to make sentences to verify their answers. 3. Ask students to think about and discuss how they choose a club. Guide them to use expressions related to abilities and hobbies. 1. Read the conversation and finish the task in 2b. 2. Make sentences to verify their answers. eg, What can Peter do Peter can play the guitar. 3. Think about and discuss how they choose a club using expressions related to abilities and hobbies. (Choose a club depending on their abilities and hobbies. To guide students to think deeply and recognise the importance of joining a club.
Step 5 Speaking 1. Play the recording again and ask students to pay attention to the silent letters. 2. Have students work with their partners to role-play the conversation and imitate its intonation. 3. Ask students to complete the task in 2d. Ensure they understand the phrases in it, then invite some students to talk about their abilities and the clubs they want to join. 4. Ask students to work with their group members to interview the clubs they want to join and their abilities, using the sentence patterns in 2c. Then invite some students to report their results. 1. Listen to the recording again and pay attention to the silent letters. 2. Work with partners to play the roles of the conversation, and imitate its intonation. 3. Complete the task in 2d and then tick the club(s) they want to join. Share their answers in class. Sa: I want to join the ... club because I can... 4. Work in groups to interview the clubs you want to join and your abilities, using the sentence patterns in 2c. Then report on your results. To help students apply what they have learned.
Step 6 Homework 1. Ask students to write a passage introducing their abilities and the club they want to join. 2. Ask students to search for more information about different clubs around the world and try to start a club in their class. 1. Write a passage introducing their abilities and the club they want to join. 2. Search for more information about different clubs around the world and try to start a club in their class. To help students consolidate what they have learned and deepen their understanding.
Blackboard Design
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