Unit 5 Fun Clubs Lesson 5 Section B 3a～3d教学设计 2025-2026 学年人教（2024）版七年级英语上册

新人教版七年级上册英语Unit 5 Fun Clubs - Lesson 5 Section B 3a-3d教学设计 Ⅰ. Overall Grasp of Teaching Content Core Literacy Objectives 1. Language Competence - Design a club poster with key elements (name, activities, meeting time/place, contact info) and use simple English to label each part (e.g., "Club Name: Art Club; Activities: Drawing, Painting"). - Conduct polite interviews with classmates to promote the club (e.g., "Do you like drawing? Would you like to join our Art Club?") and use basic phrases to explain club benefits. - Present the poster to the class, describing the club clearly (e.g., "Our club meets every Friday after school—we draw pictures together"). 2. Cultural Awareness - Learn that club posters in global schools use bright colors and clear info to attract members—this is a shared practice to promote clubs, regardless of culture. - Understand that polite interviewing (e.g., "Would you like to join?") is important when inviting others to join, showing respect for peers’ choices. 3. Thinking Quality - Develop creative thinking: Design unique posters (e.g., using drawings of club activities) to stand out and attract members. - Cultivate strategic thinking: Plan interview questions in advance (e.g., "What do you like to do?") to effectively promote the club and collect potential members’ names. 4. Learning Ability - Work independently to design posters and collaboratively to conduct interviews; practice public speaking by presenting posters to the class. - Accept feedback on posters/interviews and revise accordingly (e.g., adding contact info to the poster), building resilience and improvement意识 (awareness). Key & Difficult Points - Key Point: Design a club poster with all necessary elements; conduct polite interviews to promote the club. - Difficult Point: Speaking confidently during interviews (e.g., explaining club benefits clearly) and making the poster visually appealing and informative. Teaching Aids PPT (with example club posters), poster paper, colored pencils/markers, interview question templates (for shy students), name lists (for collecting potential members). Ⅱ. Basic Teaching Design 1. Teaching Procedure Step 1: Lead-in (5 mins) - Teacher’s Activity: Greet students and ask: "What’s your favorite club from our unit? If you could start your own club, what would it be? For example, a ‘movie club’ where you watch English movies." Write 2-3 student ideas on the board. - Students’ Activity: Share dream club ideas (e.g., "a baking club," "a soccer club") and explain why they chose them. Design Intention: Asking about "dream clubs" sparks creativity and enthusiasm—students feel invested because the topic is personal. Writing ideas on the board helps shy students get inspiration for their own clubs. Step 2: Work on 3a (6 mins) - Teacher’s Activity: Say: "Before we make posters, let’s brainstorm—what makes a good club? What benefits do clubs give us?" (Guide answers: "make friends," "learn new skills.") Then ask: "Think about your own club—what’s its name? What activities will you do?" Have students jot down 2-3 ideas in their notebooks. - Students’ Activity: Brainstorm club benefits, then write down their club’s name and key activities (e.g., "Club Name: Baking Club; Activities: Make cookies, Learn to decorate cakes"). Design Intention: Brainstorming club benefits helps students understand why their club matters—this makes their posters and interviews more convincing. Jotting down ideas first prevents them from feeling stuck when designing posters later. Step 3: Work on 3b (10 mins) - Teacher’s Activity: Show 2-3 example club posters on PPT (with labels: "Club Name," "Activities," "Meeting Time/Place," "Contact Info"). Say: "Good posters have these elements—people need to know what the club does and when it meets! Use colored pencils to make your poster bright and fun." Walk around to help (e.g., reminding students to add meeting time). - Students’ Activity: Design posters independently, adding all key elements; ask the teacher for help with wording (e.g., "How do I write ‘meets every Thursday’?"). Design Intention: Showing examples gives students clear guidance—they know exactly what to include, so they don’t waste time. Using colors and drawings makes the task creative and engaging, not just a "writing assignment." Teacher support with wording ensures posters are clear and correct. Step 4: Work on 3c (12 mins) - Teacher’s Activity: First, have students present their posters to the class (1-2 minutes each): "Tell us your club name, activities, and why it’s fun!" Then explain the interview task: "Walk around and ask classmates: ‘Would you like to join my [club name]? We [activity].’ If they say yes, write their name on your list. Be polite and smile!" Offer a question template to shy students. - Students’ Activity: Present posters (e.g., "This is my Baking Club—we make cookies every Wednesday!"), then conduct interviews, collect names, and thank classmates. Design Intention: Poster presentations build public speaking confidence—talking about their own creation makes students proud and motivated. Interviews turn the lesson into a real "recruitment" activity, so students use English for a practical purpose. The template helps shy students participate without anxiety. Step 5: Summary & Homework (2 mins) - Teacher’s Activity: Congratulate students: "Your posters are amazing, and your interviews were so polite! You all did a great job starting your own clubs. Homework: Finalize your poster (add any missing info) and practice your presentation—we’ll share some tomorrow!" - Students’ Activity: Celebrate their work, take notes on homework, and ask questions (e.g., "Can I add a picture of cookies?"). Design Intention: Positive feedback boosts students’ confidence and reinforces their effort. Finalizing the poster for homework encourages them to take pride in their work, and practicing the presentation helps them improve public speaking skills. 2. Blackboard Design Unit 5 Fun Clubs Section B: What can you learn in a School Club? Project: Start Your Own Club Poster Must-Have Elements 1. Club Name (e.g., Art Club) 2. Activities (e.g., Drawing, Painting) 3. Meeting Time + Place (e.g., Fri 4 PM, Classroom 201) 4. Contact Info (e.g., Your name, Class) ----------------------------------------------------------------------- Polite Interview Questions - Do you like [activity]? - Would you like to join my [club name]? - We [activity] every [time]—it’s fun! 3. Teaching Reflection This lesson focused on creating club posters and conducting interviews, and students’ enthusiasm was clear—most spent time coloring their posters and eagerly talked to classmates during interviews. The poster presentations were a highlight; many students added creative details (e.g., a soccer club poster with a drawn ball) and spoke clearly about their club’s activities. However, there were two small challenges: First, a few shy students struggled with interviews—they stood quietly instead of asking questions. Next time, I’ll pair them with outgoing peers to practice first, then let them interview together. Second, some posters missed key info (e.g., meeting time)—I’ll add a "checklist" on the board next lesson (e.g., "1. Name? 2. Activities? 3. Time?") to remind them. Overall, the lesson achieved its core literacy goals—students showed creativity in posters, used English for interviews, and built confidence in presenting. With more support for shy students and a checklist for posters, future project-based lessons will be even more inclusive. 学科网（北京）股份有限公司 $