Unit 5 Fun Clubs (Section B 1a～1d)教学设计 2025-2026 学年人教（2024）版七年级英语上册

该初中英语教学设计聚焦Unit 5 Fun Clubs - Lesson 4，围绕阅读俱乐部广告与学生评论提取信息、匹配俱乐部及撰写申请邮件展开。通过“爱好-俱乐部”导入激活已知，搭建从兴趣到选择的学习支架。 亮点在于融合核心素养，语言能力通过广告信息提取（如活动、兴趣）与邮件写作（模板辅助）实现输入输出；思维品质借配对讨论（如Jack爱烹饪→烹饪俱乐部）和表格分类（俱乐部名称、活动）培养分析与组织能力；学习能力依托小组合作（1d讨论理由）与自主反思（作业修改邮件）提升。任务驱动与情境化设计增强参与感，结构清晰易操作，助力教师高效教学，学生提升实用英语与逻辑思维。

新人教版七年级上册英语Unit 5 Fun Clubs - Lesson 4 (Section B 1a-1d)教学设计 Ⅰ. Overall Grasp of Teaching Content Core Literacy Objectives 1. Language Competence - Read club ads (1b) and student comments (1a) to extract key information (e.g., club activities, student interests); complete tasks like matching students to clubs and filling in tables (1c). - Understand and use new vocabulary/phrases (e.g., "act out," "be interested in," "nature") in context; write a short email (2b) to express interest in a club, using simple sentences (e.g., "I am interested in the Book Club because I love reading"). 2. Cultural Awareness - Learn that club ads in English-speaking schools usually include clear information (activities, requirements) to help students choose—this is a common way to recruit members, just like in Chinese schools. - Understand that choosing a club based on personal interests/strengths (e.g., Alice loves reading → Book Club) is a universal practice, fostering a sense of purpose in club participation. 3. Thinking Quality - Develop analytical thinking: Connect student interests (from 1a) to club activities (from 1b) to make logical matches (e.g., Jack likes cooking → Cooking Club). - Cultivate information-organizing skills: Extract key details from ads to fill in tables (1c), learning to categorize information (e.g., "Club Name," "Activities"). 4. Learning Ability - Participate in pair/group discussions (1a, 1d) to share ideas about club choices; collaborate with peers to check answers and improve email writing (2b). - Reflect on difficulties (e.g., misunderstanding ad vocabulary) and ask for help, building confidence in reading practical texts (ads/emails). Key & Difficult Points - Key Point: Read club ads and student comments to extract key information, then match students to suitable clubs; write a simple club application email. - Difficult Point: Understanding the language of club ads (e.g., "act out stories" for Drama Club) and linking it to student interests accurately. Teaching Aids PPT (with club ads, student comments, email examples), worksheets for 1a-2b, highlighters (for marking key info in ads). Ⅱ. Basic Teaching Design 1. Teaching Procedure Step 1: Lead-in (5 mins) - Teacher’s Activity: Greet students and ask: "What’s your favorite hobby? Do you think your hobby fits a school club? For example, if you love plants, you might join a nature club." Then ask: "What is a school club? Can you name any clubs you know?" - Students’ Activity: Share hobbies and club examples (e.g., "art club," "sports club"); discuss how hobbies connect to clubs. Design Intention: Starting with hobbies connects to students’ lives and activates prior knowledge about clubs. Asking about club definitions helps clarify the lesson’s focus (choosing clubs via ads/comments) and builds curiosity for the next tasks. Step 2: Work on 1a (7 mins) - Teacher’s Activity: Hand out 1a worksheets (comments from Alice, Lin Hui, Jack). Say: "Read their comments quietly. Then work with your partner—discuss which club each should join and why. For example, ‘Alice loves reading—she should join the Book Club.’" After 5 minutes, invite 3-4 pairs to share their ideas and explain their choices. - Students’ Activity: Read comments, discuss in pairs, and share justifications (e.g., "Lin Hui likes plants—she should join the Nature Club"). Design Intention: Pair discussions let students practice expressing opinions and justifying choices—this builds critical thinking. Inviting multiple pairs to share ensures diverse ideas are heard, and justifications help students link interests to club choices (a key skill for later tasks). Step 3: Work on 1b (8 mins) - Teacher’s Activity: Show club ads (1b) on PPT. Say: "These are club ads from a school. Read them and find the key activities (e.g., Book Club: read stories). Then, match each student from 1a to a club in 1b—write down your reasons." Teach new words/phrases (e.g., "act out" → "We act out stories in drama club") with simple examples. - Students’ Activity: Read ads, highlight key activities, match students to clubs, and note reasons (e.g., "Jack likes cooking → Cooking Club"). Design Intention: Reading ads and highlighting key info trains students to scan for details—an important skill for practical texts. Teaching new vocabulary in context (not in isolation) helps students remember words better. Matching students to clubs builds on 1a and reinforces logical thinking. Step 4: Work on 1c (6 mins) - Teacher’s Activity: Explain 1c: "Use the ads in 1b to fill in the table—write the club name, activities, and any other key info (e.g., meeting time if mentioned). Use your highlighters to find answers quickly!" After students finish, ask 2 to share their tables and check as a class. - Students’ Activity: Fill in the table by scanning ads for key info; share answers with the class. Design Intention: Table-filling organizes scattered ad information into clear categories, helping students develop information-management skills. Using highlighters makes scanning easier and teaches a practical reading strategy they can use in future lessons. Step 5: Work on 1d (5 mins) - Teacher’s Activity: Pose the 1d questions (e.g., "Which club interests you most? Why?") and say: "Discuss these questions in groups of 3. Share your ideas—be specific! For example, ‘The Nature Club interests me because I like plants.’" Walk around to listen and encourage detailed answers. - Students’ Activity: Discuss in groups, share personal interests in clubs, and explain reasons. Design Intention: Group discussions let students connect the lesson to their own preferences—this makes learning meaningful. Asking for specific reasons (not just "I like it") encourages them to use language from ads/comments (e.g., "because they act out stories") and reinforces key vocabulary. Step 6: Work on 2a + 2b (8 mins) - Teacher’s Activity: Show the 2a email template on PPT. Explain: "This email is to apply for a club—it tells the club leader your name and why you want to join. Now, choose one club from 1b and write your own email (2b). Use the template: ‘Dear Club Leader, My name is… I want to join the… Club because… Thank you!’" Offer help to students who struggle. - Students’ Activity: Read the email template, choose a club, and write a short email; ask the teacher for help if needed. Design Intention: The email template provides clear structure, so students don’t feel overwhelmed. Writing an email lets them apply reading skills (from ads/comments) to writing, turning input into output. Choosing their favorite club makes the task personal and engaging. Step 7: Summary & Homework (3 mins) - Teacher’s Activity: Summarize: "Today we read club ads, matched students to clubs, and wrote club application emails. Remember—when choosing a club, think about your interests! Homework: Revise your email (check for spelling/grammar) and bring it tomorrow for feedback." - Students’ Activity: Take notes on homework and ask clarifying questions (e.g., "Can we add more sentences?"). Design Intention: A concise summary reviews key tasks and links them to the lesson’s goal (choosing clubs). Revising the email for homework encourages students to check their own work, building autonomous learning skills. 2. Blackboard Design Unit 5 Fun Clubs Section B: What can you learn in a school club? New Words & Phrases act, act out (e.g., act out stories) at home, interested, be interested in (e.g., be interested in books) nature, beef ----------------------------------------------------------------------- Student-Club Matches Alice → Book Club (loves reading) Jack → Cooking Club (likes cooking) Lin Hui → Nature Club (enjoys plants) ----------------------------------------------------------------------- Email Structure: Dear Club Leader → Name → Club Choice → Reason → Thank you 3. Teaching Reflection This lesson focused on reading club ads and choosing clubs, and students were engaged throughout. The 1a-1b matching task worked well—most students could link Alice’s love of reading to the Book Club and explain their choices clearly. The email writing (2b) also went smoothly; the template gave students confidence, and many added small details (e.g., "I want to join the Nature Club because I like planting flowers at home"). However, there were two areas to improve: First, a few students struggled with ad vocabulary like "act out"—they didn’t know what it meant, so they couldn’t match the Drama Club to interested students. Next time, I’ll use simple actions (e.g., pretending to act out a story) to explain such phrases. Second, some emails were too short (only 2 sentences)—I’ll add a "challenge" next time (e.g., "Add one thing you can do for the club") to encourage more details. Overall, the lesson achieved its core literacy goals—students can extract ad info and write a basic club email. With more visual explanations for tricky vocabulary, future lessons will help all students succeed. 学科网（北京）股份有限公司 $