Unit 5 Fun Clubs 教学设计（9课时） 2026-2027学年人教版七年级英语上册

该初中英语教学设计围绕“学校俱乐部”主题，整合俱乐部词汇、情态动词can的运用及听说读写技能。课堂导入通过日常爱好互动、旧知复习搭建支架，从基础词汇（如sports club）到能力表达（I can...），再到综合运用（海报制作、招聘对话），形成递进式学习脉络。 资料特色在于情境化分层教学与核心素养融合，如Pronunciation课通过对比听辨和游戏练习提升语言能力，Project课小组合作制作俱乐部海报培养思维品质与学习能力，德育渗透健康爱好与合作意识。配套音频资源和多样情境活动，助力学生语言应用与教师高效教学。

Unit 5 Fun Clubs Section A 1a-1d 课题 Section A 1a-1d 课型 讲授听说课 课时 1 总课时 教材分析 This listening and speaking lesson focuses on school club vocabulary. It offers basic communicative sentences for talking about club preferences, consolidating students’ ability to conduct simple and authentic campus oral communication in themed situations 学情分析 Seventh graders are curious about various school club activities. They have basic oral skills but lack specialized club vocabulary and fail to express personal hobbies and club intentions accurately in English 核心素养 （教学） 目标 Language competence: Master common school club words and master core sentences to ask and answer about club participation intentions. Thinking quality: Analyze personal strengths and match suitable clubs logically. Cultural awareness: Appreciate diverse campus club cultures and develop positive after-school hobbies. Learning ability: Improve listening comprehension and situational dialogue skills through independent practice and group cooperation 德育安全 Develop healthy hobbies; follow club activity rules 教学重点难点 Key points: Grasp club vocabulary and flexible use of target dialogue patterns. Difficult points: Talk about personal club choices and reasons naturally in real situations. 教法学法 Situational teaching, audio listening, role-play and group discussion. 教学准备 Listening audio, PPT and vocabulary flashcards 教学过程设计 复备栏 Step 1: Warming-up and Lead-in (8 minutes) The teacher begins the class with standard English greetings to create a relaxed and active classroom atmosphere. To activate students’ existing knowledge and life experience, the teacher conducts simple interactive questioning about students’ daily hobbies and spare-time activities. Students share their favorite activities with simple English words or short sentences. The teacher gives positive feedback and guides students to think about colorful school club resources. By introducing the school’s various fun clubs, the teacher naturally leads students to the new topic of talking about club choices in English, clarifying the learning tasks and goals of this lesson for students. Step 2: Pre-listening Vocabulary Learning (12 minutes) The teacher displays vivid pictures of different school clubs involved in 1a, including sports, music, art, chess and English clubs. The teacher teaches the pronunciation, spelling and fixed collocation of each club vocabulary in detail, correcting common pronunciation mistakes of students. Students practice new words through diverse methods such as individual reading, group reading and choral reading to deepen memorization. After fully mastering the vocabulary, students independently complete the picture-word matching task in 1a. The teacher checks all answers uniformly to remove language barriers for the subsequent listening learning links. Step 3: While-listening Hierarchical Training (15 minutes) The teacher carries out hierarchical listening training for 1b and 1c listening tasks. Before playing the audio, the teacher clearly puts forward listening requirements, guiding students to focus on key information including speakers’ favorite clubs and personal strengths. For the first time of playing the audio, students listen to get the general idea of the short dialogues. For the second playback, students carefully capture detailed information and finish matching tasks. After listening, the teacher analyzes key listening clues, replays difficult sentence segments, and summarizes effective listening skills to help students improve their information capturing accuracy. Step 4: Post-listening Imitation and Oral Practice (15 minutes) Based on the listening dialogues, the teacher extracts and sorts out the core communicative sentence patterns of this lesson. The teacher demonstrates standard pronunciation and intonation, and focuses on explaining the usage scenarios of key sentences for asking and answering club choices. Students follow the standard audio to imitate repeatedly to standardize their oral expression. Then pair work is organized. Students take turns to act as interviewers and interviewees to practice dialogues about joining clubs. The teacher patrols the classroom to correct wrong sentence structures and improper expressions, and encourages introverted students to participate in oral practice bravely. Step 5: Situational Consolidation and Value Infiltration (10 minutes) The teacher systematically summarizes the key vocabulary and sentence patterns learned in this class. Combined with the activity requirements of 1d, the teacher creates a vivid “School Club Recruitment” situation. Students simulate real campus recruitment scenes to conduct autonomous dialogue and communication, flexibly using target language to introduce their strengths and club intentions. During the activity, moral education is infiltrated. The teacher guides students to develop positive and healthy hobbies, enrich after-school life and choose suitable clubs to promote all-round personal development. Step 6: Class Summary and Layered Homework (10 minutes) The teacher and students jointly review the core knowledge of the lesson, sorting out club vocabulary and themed dialogue structures again. The teacher emphasizes the key and difficult points of flexible oral expression to consolidate students’ learning gains. Layered homework is arranged for all students. Basic homework requires students to read and memorize new words and dialogues proficiently. Extended homework asks students to create original dialogues about club selection. The teacher encourages students to apply English knowledge flexibly in real campus communication. 【Blackboard Design】 Unit 5 Fun Clubs Section A 1a-1d Key Clubs: sports, music, art, chess, English club Key Sentences: — What club do you want to join? — I want to join the ... club. — What can you do? — I can ... 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students can proficiently master club vocabulary and basic dialogue patterns, and actively participate in listening and oral practice activities. Their situational communication ability has been greatly improved. However, a few students cannot use sentences flexibly in authentic scenes. Future teaching will add more situational drills to strengthen students’ flexible language application ability. Section A Pronunciation 课题 Section A Pronunciation 课型 讲授听说课 课时 1 总课时 教材分析 This pronunciation lesson focuses on vowel sounds and word stress of club-themed words. It standardizes students’ oral pronunciation, corrects common phonetic errors, and helps them speak related dialogues with natural rhythm and intonation. 学情分析 Seventh graders have learned basic club vocabulary and dialogue sentences. However, they often mispronounce vowels, confuse word stress, and speak rigidly without natural sentence intonation in oral communication 核心素养 （教学） 目标 Language competence: Master standard pronunciation and stress rules of unit club words, and grasp natural intonation of daily club dialogues. Thinking quality: Distinguish correct and incorrect pronunciation and summarize phonetic rules independently. Cultural awareness: Develop standard and polite oral English habits in campus communication. Learning ability: Master imitation and comparative learning methods to realize autonomous pronunciation correction 德育安全 Practice earnestly; maintain orderly classroom practice 教学重点难点 Key points: Master standard pronunciation and correct stress of core club vocabulary. Difficult points: Match accurate pronunciation with natural intonation in complete sentences 教法学法 Audio demonstration, comparative listening, layered imitation and game practice 教学准备 Pronunciation audio, PPT and phonetic cards 教学过程设计 复备栏 Step 1: Warming-up & Phonetic Lead-in The teacher starts the class with standard English greetings to activate classroom atmosphere. Students review core club vocabulary and target dialogues learned before through collective reading. The teacher listens carefully and records common pronunciation problems, including wrong vowel sounds, misplaced word stress and stiff sentence tones. The teacher points out that standard pronunciation is the foundation of fluent oral English, and clarifies that this lesson aims to correct phonetic errors and master natural speaking rhythm for club-themed expressions. Step 2: New Pronunciation Rule Explanation The teacher displays key unit words such as club, sport, music, art and join, focusing on analyzing their vowel pronunciations and stressed syllables. Standard audio is played repeatedly for students to perceive correct phonetic sounds. The teacher demonstrates mouth shape and pronunciation skills in person, and compares wrong and standard pronunciation to highlight differences. Simple and easy-to-understand phonetic rules are summarized to help students memorize quickly. Meanwhile, the teacher explains basic sentence intonation rules for question and answer dialogues about club choices. Step 3: Layered Imitation Drills Progressive layered practice is carried out from single words to complete sentences. Firstly, students follow the audio to imitate word pronunciation one by one, focusing on accurate vowels and correct stress. The teacher patrols and corrects individual students’ pronunciation problems in time. After word training, students practice target sentences repeatedly, integrating word pronunciation with sentence rhythm. Choral reading, group reading and individual reading are combined to consolidate pronunciation standardization and improve oral fluency step by step. Step 4: Sound Comparison & Error Correction The teacher designs sound discrimination activities to strengthen students’ phonetic recognition ability. The teacher reads words and sentences with standard and wrong pronunciation alternately, and students judge and correct errors immediately. A fun pronunciation PK game is organized, where students take turns to read words and dialogues, and the whole class evaluates their pronunciation accuracy and fluency. Through interactive competition, students’ learning enthusiasm is stimulated, and common pronunciation errors are effectively solved. Step 5: Situational Pronunciation Application The teacher integrates pronunciation training into real situational communication. Students carry out pair dialogue practice of club recruitment scenarios. During the communication, students are required to focus on accurate word pronunciation, correct stress and natural sentence intonation. The teacher selects outstanding students for demonstration performance to set examples for the whole class. Meanwhile, students are guided to speak English confidently and politely, forming good oral expression habits. Step 6: Summary & Layered Homework The teacher and students jointly review the key pronunciation rules and intonation skills learned in this lesson, summarizing common phonetic errors and correction methods. Layered homework is assigned. Basic homework: Follow the audio to imitate and read words and dialogues every day. Extended homework: Record your own reading audio and check pronunciation problems independently. The teacher encourages students to insist on daily pronunciation practice to polish oral English. 【Blackboard Design】 Unit 5 Fun Clubs Pronunciation Focus: Vowel Sounds & Word Stress Key Words: club, sport, music, art, join Sentence Intonation: Rising for questions, falling for answers Key Sentence: What club do you want to join? 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master standard pronunciation and stress rules of core vocabulary and improve their sentence intonation through imitation and games. A few students still make occasional vowel mistakes. Future teaching will add targeted repeated drills to consolidate their pronunciation accuracy and fluency. Section A 2a-2e 课题 Section A 2a-2e 课型 讲授听说课 课时 1 总课时 教材分析 This comprehensive lesson expands ability-related vocabulary and core modal verb “can” structures. It integrates listening, reading and dialogue practice to help students introduce personal skills and club joining intentions logically and fluently 学情分析 Seventh graders have mastered basic club words and simple club-choice dialogues. They can express simple intentions but lack diverse skill words and flexible “can” sentence usage for complete communication. 核心素养 （教学） 目标 Language competence: Master skill vocabulary and flexible “can” affirmative and interrogative sentence structures to talk about personal abilities and club choices. Thinking quality: Match personal skills with suitable clubs and form logical expressive thinking. Cultural awareness: Discover personal strengths, embrace diverse hobbies and enjoy colorful campus club life. Learning ability: Improve integrated listening, reading and situational oral expression abilities through cooperative learning. 德育安全 Show self-confidence; abide by club activity disciplines. 教学重点难点 Key points: Master skill words and flexible application of “can” sentence patterns. Difficult points: Use complete sentences to match abilities with club choices coherently 教法学法 Task-based teaching, situational drills, role-play and group cooperation 教学准备 Teaching audio, PPT and skill word cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with standard English greetings to activate classroom atmosphere. Students review basic unit knowledge including various club vocabulary and simple club-joining dialogues learned in 1a-1d. The teacher organizes quick pair interactions for students to talk about their favorite school clubs freely. During the communication, the teacher finds that students’ expressions lack detailed skill descriptions. The teacher naturally leads in the new lesson, pointing out that today’s study helps students introduce personal abilities clearly to choose proper clubs. Step 2: Pre-listening Vocabulary Learning The teacher displays core skill vocabulary in 2a, including sing, dance, draw, swim, play chess and play sports. The teacher teaches standard pronunciation, spelling and practical usage of each word, and matches each skill with corresponding club scenarios. Students conduct multi-form reading exercises to consolidate vocabulary memorization. Then students finish the 2a matching task independently to connect personal skills with suitable clubs. The teacher checks answers uniformly to eliminate language barriers for subsequent listening and dialogue learning. Step 3: While-listening Task Training The teacher carries out hierarchical listening training for 2b tasks. Before playing the audio, the teacher clarifies listening goals, requiring students to focus on speakers’ personal skills and their target clubs. For the first audio playback, students listen to grasp the general dialogue theme. For the second playback, students complete blank-filling and matching tasks carefully. After listening, the teacher analyzes key listening information, replays key segments, and guides students to summarize skills of capturing ability and intention information in dialogues accurately. Step 4: Text Reading & Role-play Practice Based on 2c to 2e dialogue texts, the teacher conducts in-depth text analysis. Students read dialogues silently first to sort out the logical chain of asking abilities, introducing skills and confirming club choices. Then imitative reading is carried out to standardize students’ pronunciation and intonation and feel the natural oral rhythm. After familiarizing with the text, pair role-play activities are launched. Students take turns to be recruiters and applicants to simulate real club recruitment communication. The teacher patrols timely to correct wrong “can” sentence structures and single expressions. Step 5: Situational Consolidation & Value Infiltration The teacher systematically summarizes new skill vocabulary and core “can” sentence patterns learned in this lesson. A “Club Recruitment Show” situational activity is held. Students combine their real personal strengths to introduce their abilities and apply for ideal clubs with complete and fluent sentences. Meanwhile, moral education is infiltrated. The teacher guides students to discover their own advantages, build self-confidence, and actively participate in campus club activities to enrich after-school life. Step 6: Summary & Layered Homework The teacher and students jointly review key knowledge of the lesson, sorting out skill vocabulary and affirmative and interrogative “can” sentence structures. The teacher emphasizes the flexible matching of personal abilities and club choices in oral expression. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues proficiently. Extended homework: Make five original dialogues about personal skills and club applications. The teacher encourages students to use English to show themselves bravely. 【Blackboard Design】 Unit 5 Fun Clubs Section A 2a-2e Key Skills: sing, dance, draw, swim, play chess Key Sentences: — What can you do? — I can ... — Can you ...? — Yes, I can. / No, I can’t. I want to join the ... club. 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master skill vocabulary and basic “can” sentence structures, participating actively in role-play and situational activities. Their oral expression ability is improved. A few students make mistakes in negative sentences. Future teaching will strengthen targeted drills to enhance expression accuracy. Section A Grammar Focus 课题 Section A Grammar Focus 课型 讲授听说课 课时 1 总课时 教材分析 This grammar lesson centers on the modal verb “can”. It systematically summarizes its affirmative, negative and interrogative structures for talking about personal abilities and club intentions, standardizing students’ themed oral and written expressions 学情分析 Seventh graders have used simple “can” sentences in daily dialogues. However, they lack systematic grammar cognition and often make mistakes in sentence structure and question-and-answer transformation in practical application 核心素养 （教学） 目标 Language competence: Master the complete usage of modal verb “can”, including affirmation, negation and general questions, and use it accurately to describe personal skills and club application intentions. Thinking quality: Induce grammar rules independently and form standardized logical thinking for sentence transformation. Cultural awareness: Build self-confidence in showing personal strengths and participating in campus activities. Learning ability: Master rule induction and error correction methods to improve autonomous grammar learning ability 德育安全 Show self-confidence; abide by classroom disciplines strictly 教学重点难点 Key points: Grasp basic structures of “can” in different sentence types. Difficult points: Skilfully transform various “can” sentences and apply them flexibly in scenarios. 教法学法 Rule induction, case analysis, layered exercises and error guidance 教学准备 Grammar PPT and targeted exercise sheets 教学过程设计 复备栏 Step 1: Warming-up & Grammar Lead-in The teacher starts the class with standard English greetings. Students review unit core skill vocabulary and club-themed dialogues learned before through collective reading and random questioning. The teacher organizes quick oral practice, where students use simple “can” sentences to introduce their personal skills and ideal clubs. During the interaction, the teacher records common problems such as disordered word order and incorrect negative forms. The teacher clarifies that this lesson will systematically sort out “can” grammar rules to standardize students’ language application. Step 2: Sentence Observation & Rule Induction The teacher displays all standard sentences in Grammar Focus on the screen. Guided by hierarchical questions, students observe and compare affirmative, negative and interrogative sentences with “can”. The teacher systematically summarizes fixed sentence structures, emphasizing that “can” is followed by verb prototypes without inflection changes. The teacher explains the short answer rules of general questions and differentiates common easy-to-make errors, helping students build preliminary standardized grammar cognition through typical examples. Step 3: Typical Error Analysis The teacher lists typical errors in students’ daily practice, including adding “s” after verbs, wrong negative word order and irregular short answers. Students discuss in groups to judge sentence correctness, analyze error causes and finish independent correction. Group representatives share their analysis results. The teacher supplements key discrimination skills, summarizes error-prone points of “can” usage, and helps students avoid repeated mistakes in subsequent oral and written application. Step 4: Layered Grammar Consolidation Progressive grammar exercises are designed for hierarchical training. Basic exercises cover sentence filling and sentence transformation to consolidate basic “can” sentence structures. Advanced exercises include error correction and sentence making, requiring students to flexibly apply grammar rules to create sentences about personal abilities. The teacher patrols the classroom to check students’ exercise completion, provides one-on-one guidance for underachieving students, and corrects universal errors in a timely and unified manner. Step 5: Situational Grammar Application The teacher integrates grammar knowledge into real campus scenarios. Students carry out pair interactive drills of club recruitment. They use various “can” sentence patterns to ask and answer about personal skills, show their strengths and apply for target clubs. The teacher selects outstanding students for classroom demonstration, affirms their accurate language application, and guides all students to use grammar knowledge flexibly in real communication rather than rigid memorization. Step 6: Summary & Layered Homework The teacher and students jointly review the core grammar points of this lesson, sorting out the usage rules of “can” in affirmative, negative and interrogative sentences again. Key and difficult knowledge is emphasized to deepen students’ memory. Layered homework is assigned. Basic homework: Finish grammar exercises and sort out error examples. Extended homework: Write eight different “can” sentences to introduce personal skills. The teacher encourages students to apply grammar knowledge flexibly in daily expression. 【Blackboard Design】 Unit 5 Fun Clubs Grammar Focus 1. Affirmative: Subject + can + verb prototype 2. Negative: Subject + can’t + verb prototype 3. Questions: Can + subject + verb prototype? Short answers: Yes, I can. / No, I can’t. Tip: Can + base form of verbs 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master basic grammar rules of modal verb “can” and finish basic exercises accurately. Their standardized language application ability is improved. A few students still make mistakes in sentence transformation. Future teaching will increase situational drills to strengthen flexible application. Section B 1a-1d 课题 Section B 1a-1d 课型 讲授听说课 课时 1 总课时 教材分析 This listening and speaking lesson expands more activity vocabularies and advanced “can” sentences. It focuses on talking about what people can do in different club activities, improving students’ flexible and practical oral communication skills 学情分析 Seventh graders have grasped basic “can” structures and simple club expressions. However, their activity vocabulary is limited, and they lack fluency in extended and detailed club-themed dialogues 核心素养 （教学） 目标 Language competence: Master new club activity words and flexibly use “can” sentences to describe various abilities and club activities. Thinking quality: Classify different club activities and match personal skills with proper club choices logically. Cultural awareness: Appreciate rich campus club cultures and develop positive hobbies. Learning ability: Improve listening details capturing and independent situational dialogue expression abilities. 德育安全 Enrich hobbies; keep safe in club activities 教学重点难点 Key points: Master new activity vocabulary and extended “can” dialogues. Difficult points: Make natural, detailed and coherent club-themed conversations freely. 教法学法 Audio listening, situational simulation, cooperative dialogue and imitation drills. 教学准备 Listening audio, PPT and word cards 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with polite English greetings. Students review core knowledge of Section A, including common club names, skill vocabulary and basic “can” affirmative and interrogative sentences. The teacher organizes quick oral questioning, allowing students to briefly introduce what they can do and which clubs they prefer. The teacher points out that simple expressions are not enough for real communication, and guides students to learn richer activity words and more flexible dialogues in this lesson to introduce club activities in detail. Step 2: Pre-listening Vocabulary Learning The teacher displays new activity-related words and phrases in 1a, such as tell stories, play the piano, swim and other extended club skills. The teacher teaches standard pronunciation, correct collocations and usage scenarios of each phrase, distinguishing different club activity features. Students practice vocabulary through repeated reading in various forms to consolidate memorization. After that, students finish the 1a matching task independently. The teacher checks answers uniformly to remove vocabulary obstacles for subsequent listening training. Step 3: While-listening Hierarchical Training The teacher carries out hierarchical listening practice for 1b and 1c. Before playing the audio, the teacher clarifies listening tasks, requiring students to focus on speakers’ different abilities and their suitable club activities. For the first time, students listen to get the main idea of the dialogue content. For the second time, students catch detailed information and complete corresponding listening tasks carefully. After listening, the teacher analyzes key listening clues, replays difficult sentences, and summarizes effective skills for understanding daily club communication dialogues. Step 4: Post-listening Imitation & Oral Drills The teacher extracts key dialogue patterns from the listening material, focusing on extended sentences about activity performance and club matching. The teacher demonstrates standard pronunciation and natural intonation, and explains how to use diverse phrases to enrich simple “can” sentences. Students follow the audio to imitate repeatedly to standardize their oral expression. Then pair work is carried out. Students take turns to ask and answer about what they can do and which club they want to join. The teacher walks around to correct wrong expressions and encourages shy students to speak actively. Step 5: Situational Consolidation & Value Guidance The teacher summarizes the new phrases and flexible “can” sentence usages learned in this lesson. Combined with the 1d activity, a simulated “Club Recruitment Interview” is held in class. Students cooperate in pairs to complete complete and detailed dialogues, showing their various abilities and applying for ideal clubs. Meanwhile, moral education is infiltrated. Students are guided to explore personal potential, develop healthy hobbies and actively participate in positive campus club activities to enrich their school life. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of this lesson, sorting out new activity phrases and flexible dialogue structures. The teacher emphasizes the skills of enriching oral expressions in daily communication. Layered homework is arranged. Basic homework includes reading and memorizing new phrases and dialogues skillfully. Extended homework requires students to create five original and complete club-themed dialogues. The teacher encourages students to apply English flexibly in real campus communication. 【Blackboard Design】 Unit 5 Fun Clubs Section B 1a-1d Key Phrases: tell stories, play the piano, swim, dance Key Sentences: — What can you do in the club? — I can ... I want to join the ... club. I can do many interesting activities there. 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master new activity phrases and can use extended “can” sentences for simple dialogues. They participate actively in situational practice. A few students still use single sentence patterns. Future teaching will strengthen diversified sentence drills to improve their oral flexibility and coherence. Section B 2a-2b 课题 Section B 2a-2b 课型 讲授听说课 课时 1 总课时 教材分析 This lesson is a core reading and writing class. It enriches students’ club-themed expressions, integrates modal verb “can” in passages, and cultivates students’ ability to read club introductions and write self-introduction paragraphs independently 学情分析 Seventh graders have mastered basic club vocabulary and “can” sentence patterns for oral dialogues. However, they lack text analysis skills and struggle to organize logical and complete written passages for self-introduction. 核心素养 （教学） 目标 Language competence: Master new reading vocabulary and passage structures, understand club introduction texts, and write coherent self-introduction paragraphs with “can” sentences. Thinking quality: Sort out writing logic and match personal abilities with club application needs reasonably. Cultural awareness: Experience diverse campus club cultures and build positive participation awareness. Learning ability: Improve text reading analysis and imitative writing autonomous learning abilities 德育安全 Tap personal potential; abide by campus rules 教学重点难点 Key points: Grasp text structure and master themed writing expressions. Difficult points: Write logical, fluent and standardized club application paragraphs. 教法学法 Task-based reading, text analysis, group discussion and imitative writing. 教学准备 Reading worksheets, PPT and sample passages 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher starts the class with standard English greetings. Students review core unit knowledge, including various club vocabulary, skill phrases and flexible “can” sentence patterns through collective reading and random questioning. The teacher organizes short oral sharing, requiring students to briefly introduce their personal skills and favorite clubs. Combining students’ scattered oral expressions, the teacher points out the importance of complete written introduction, and naturally leads to the reading and writing learning of club application passages in this lesson. Step 2: Pre-reading Preparation The teacher focuses on teaching new key words and phrases in 2a and 2b passages, such as be good at, want to do, join clubs and help others. The teacher explains fixed collocations and writing application scenarios of key phrases in detail. Students conduct multi-form reading to consolidate vocabulary. Then students finish the 2a brainstorming task to sort out useful words for introducing personal abilities and club willingness. The teacher guides students to predict text content according to the title and pictures to lay a foundation for intensive reading. Step 3: While-reading Hierarchical Training Hierarchical reading tasks are designed to improve students’ comprehensive reading ability. First, students skim the 2b passage quickly to grasp the main idea and understand the basic content of club recruitment and personal application. Then, intensive reading is carried out. Students mark key information including required abilities, personal advantages and application purposes, and complete detail judgment and blank-filling tasks. The teacher patrols to offer individual guidance, helping students master skimming and scanning skills to locate effective text information accurately. Step 4: Post-reading Text Analysis & Discussion After checking reading answers, the teacher deeply analyzes the passage structure. The text follows a clear logic of club introduction, ability requirement and personal application. The teacher sorts out excellent sentence patterns and writing frameworks suitable for personal club application. Students discuss in groups to summarize useful expressions and sort out writing ideas. Group representatives share their gains. The teacher supplements writing skills, guiding students to arrange content logically and enrich paragraph expressions with diverse sentence patterns. Step 5: Imitative Writing & Classroom Evaluation Based on the sorted text framework and accumulated expressions, students carry out in-class imitative writing. They write a short club application paragraph to introduce their personal skills, advantages and willingness to join the club. The teacher reminds students to use correct “can” sentences and standard writing norms. After writing, typical works are selected for display and comment. The teacher points out common mistakes in sentence structure and collocation, and guides students to revise their compositions independently to optimize writing quality. Step 6: Summary & Layered Homework The teacher and students jointly review key knowledge of the lesson, including core phrases, reading skills and club application writing methods. The teacher emphasizes the logical arrangement and language standardization of thematic writing. Layered homework is assigned. Basic homework: Read and recite the 2b passage fluently. Extended homework: Polish the in-class application paragraph and enrich detailed content. The teacher encourages students to apply learned knowledge flexibly to express personal ideas accurately. 【Blackboard Design】 Unit 5 Fun Clubs Section B 2a-2b Key Phrases: be good at, want to join, help people Key Sentences: I am good at ... I can ... I want to join the ... club. I hope to make more friends and help others. 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master the passage structure and accumulate rich writing expressions, finishing reading and writing tasks smoothly. Their textual organization ability gets improved. A few students have single sentence patterns. Future teaching will strengthen sentence accumulation and flexible writing drills to enrich their language output. Section B Project 课题 Section B Project 课型 讲授听说课 课时 1 总课时 教材分析 This project lesson is a comprehensive unit consolidation class. It integrates all core vocabulary and “can” sentence patterns, requiring students to complete thematic production and oral presentation to achieve integrated language application 学情分析 Seventh graders have mastered unit knowledge including club words and ability sentences. However, they are weak in knowledge integration and lack creativity and logic in comprehensive practical English tasks 核心素养 （教学） 目标 Language competence: Integrate unit vocabulary and “can” sentence structures to finish thematic works and fluent oral introduction. Thinking quality: Sort out unit knowledge systematically and design project content with clear logic. Cultural awareness: Experience diverse campus club cultures and develop positive participation and cooperative awareness. Learning ability: Enhance group cooperation, autonomous creation and comprehensive language application abilities 德育安全 Cooperate actively; maintain safe classroom activities. 教学重点难点 Key points: Integrate unit knowledge to complete themed project creation and display. Difficult points: Use target language flexibly for logical and vivid oral presentation 教法学法 Project-based learning, group cooperation, situational display 教学准备 PPT, colored pens, drawing paper and samples 教学过程设计 复备栏 Step 1: Warming-up & Unit Review The teacher starts the class with standard English greetings to activate classroom atmosphere. Students systematically review all core knowledge of Unit 5, including various club vocabulary, skill phrases, and affirmative, negative and interrogative sentences with the modal verb “can”. The teacher organizes quick oral quizzes and short situational dialogues to help students consolidate scattered knowledge points. This comprehensive review helps students build a complete unit knowledge system and lays a solid foundation for the integrated project creation of this lesson. Step 2: Project Task Interpretation The teacher announces the core project theme: “Make a Club Recruiting Poster”. The teacher displays standard sample posters, clearly explaining production requirements, content layout, language norms and presentation rules. Students are required to design personalized club posters, write skill introductions with “can” sentences, and prepare brief oral explanations. The teacher sorts out available key words and sentence patterns, guides students to clarify creative ideas, and avoids single and wrong language expressions in advance. Step 3: Group Cooperative Creation Students are divided into several balanced learning groups for cooperative creation. Each group divides tasks reasonably, including poster layout design, pattern drawing, English content writing and oral script polishing. Group members communicate actively, discuss different club characteristics and match personal member skills to enrich poster content. The teacher patrols each group, provides targeted guidance for students with weak foundation, corrects spelling and sentence errors, and ensures every student participates in cooperative learning. Step 4: Project Display & Peer Evaluation After the creation time ends, each group selects a representative to show the poster on stage and introduce the club features, required abilities and recruitment purposes in fluent English. Students need to flexibly use unit knowledge to complete coherent expressions. After each display, peer evaluation is carried out from language accuracy, poster creativity and expression fluency. The teacher gives comprehensive comments, affirms students’ progress, summarizes common problems, and provides standardized modification suggestions. Step 5: Knowledge Sublimation & Value Guidance The teacher summarizes the whole unit knowledge system through project practice, helping students realize the practical application value of English in campus life. Combined with diverse club themes, moral education is infiltrated. The teacher guides students to explore personal strengths, cultivate healthy hobbies, actively participate in campus club activities, and develop cooperative spirits and positive all-round development awareness in collective activities. Step 6: Summary & Layered Homework The teacher summarizes students’ overall performance in group cooperation, poster creation and oral display, praising students’ innovative thinking and active participation. Layered homework is arranged. Basic homework: Sort out and recite all unit key phrases and sentences. Extended homework: Optimize group posters and record a complete English introduction video. The teacher encourages students to apply English knowledge flexibly in real life scenarios. 【Blackboard Design】 Unit 5 Fun Clubs Section B Project Project: Club Recruiting Poster Making Key Words: sing, dance, swim, draw, join, good at Key Sentences: We need students who can ... Welcome to join our ... club! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students take an active part in group creation and on-stage display, achieving good knowledge integration effects. Their cooperative and practical abilities are improved. A few students have insufficient flexible language application. Future teaching will increase more comprehensive situational tasks to strengthen practical output. Section B Reading Plus 课题 Section B Reading Plus 课型 讲授听说课 课时 1 总课时 教材分析 This extended reading lesson supplements club-themed reading materials. It enriches students’ expressions of personal abilities and club activities, consolidates “can” usage, and improves students’ detailed reading and text summarization competence. 学情分析 Seventh graders have mastered basic unit vocabulary and “can” sentence patterns. Yet they are weak in analyzing long passages, extracting key details and using diverse sentences to express club-related ideas 核心素养 （教学） 目标 Language competence: Master extended club and ability-related vocabulary, grasp the main idea and key details of the reading passage, and use target language to retell text content. Thinking quality: Sort out text logic, classify different club advantages and match personal abilities logically. Cultural awareness: Recognize the value of diverse club activities and positive campus life. Learning ability: Skilfully use skimming and scanning skills to improve autonomous extended reading ability 德育安全 Explore talents; follow campus activity rules 教学重点难点 Key points: Master new reading vocabulary and grasp core text information. Difficult points: Summarize passage content and retell stories with logical and fluent sentences 教法学法 Task-based reading, cooperative discussion and skill training 教学准备 Reading handouts, PPT and reading audio 教学过程设计 复备栏 Step 1: Warming-up & Lead-in The teacher begins the class with standard English greetings to activate classroom atmosphere. Students review core unit knowledge, including club vocabulary, skill phrases and all “can” sentence structures through collective reading and random oral checks. The teacher invites students to share their favorite school clubs and personal skills briefly. Combining students’ single expression forms, the teacher naturally introduces the extended reading lesson, stating that the passage contains richer descriptions of club activities and personal talents, which can help students enrich their language accumulation and deepen their thematic understanding. Step 2: Pre-reading Vocabulary & Prediction The teacher explains key new words and phrases in the Reading Plus material, focusing on difficult vocabularies related to club activities, personal talents and team cooperation. The teacher demonstrates standard pronunciation, explains fixed collocations and contextual usage, and helps students distinguish similar expressions. Students practice reading new words repeatedly to eliminate reading barriers. Then, guided by passage titles and illustrations, students predict the main content and theme of the text, cultivating pre-reading prediction awareness and laying a foundation for efficient reading. Step 3: While-reading Hierarchical Training The teacher designs layered reading tasks to train students’ comprehensive reading skills. First, students finish skimming within limited time to grasp the general idea and find out the author’s attitude towards school clubs. Then, intensive scanning is carried out. Students carefully read the full text, mark key information such as different club features, required abilities and activity values, and complete detail judgment and blank-filling exercises. The teacher patrols the classroom, provides individual guidance for students with weak reading ability, and helps them master effective information-locating skills. Step 4: Post-reading Analysis & Group Discussion The teacher uniformly checks students’ reading task answers and analyzes difficult sentences and confusing content in the passage. The teacher sorts out the clear writing logic of the text, including club introduction, ability matching and activity significance. Students discuss in groups to summarize excellent expressions, sort out reading gains and analyze difficult points. Group representatives share discussion results. The teacher supplements and summarizes practical reading skills for thematic passages to help students form standardized reading thinking. Step 5: Knowledge Consolidation & Value Sublimation The teacher systematically summarizes new vocabulary, useful sentences and reading skills learned in this lesson. To consolidate learning effects, students are required to retell the main content of the passage independently in their own words with accumulated expressions. Combined with the text’s positive views on campus clubs, moral education is infiltrated. The teacher guides students to discover personal talents, develop diverse hobbies, and actively participate in beneficial club activities to enrich their campus life and promote all-round development. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of extended reading, emphasizing the flexible application of skimming and scanning skills in English reading. Layered homework is assigned. Basic homework requires students to read the passage fluently and memorize core new words and phrases. Extended homework asks students to write a short text summary and record an oral retelling video. The teacher encourages students to develop good daily English reading habits. 【Blackboard Design】 Unit 5 Fun Clubs Reading Plus Key Words: talent, teamwork, activity, skill, practice Reading Skills: Skimming (main idea) Scanning (details) Key Sentences: Different clubs help students show different talents. We can learn and grow in various club activities. 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master new vocabulary and basic reading skills, and can accurately grasp the main idea and key details of the passage. A few students have slow reading speed and weak text summarization ability. Later, targeted timed reading and retelling drills will be added to improve their comprehensive reading ability. Unit5 Topic Writing 课题 Unit5 Topic Writing 课型 讲授听说课 课时 1 总课时 教材分析 This writing lesson focuses on club recruitment posters. It consolidates modal verb can and the phrase be good at, guiding students to write recruitment notices to introduce club benefits and required skills for new member application. 学情分析 Seventh graders master basic hobby words but misuse can’s original verb rule easily. They struggle to arrange continuous interrogative sentences and cannot organize complete, attractive club recruitment passages logically 核心素养 （教学） 目标 Language competence: Master can and be good at to finish standard club recruitment notices with skill requirements and club advantages. Thinking quality: Arrange writing from recruitment demand, ability questions to final invitation step by step. Cultural awareness: Develop hobbies and enjoy group activities. Learning ability: Accumulate fixed advertisement sentences and improve imitative writing via group discussion and sample analysis 德育安全 Develop hobbies; get along well with club partners 教学重点难点 Key points: Master can and be good at usage and poster writing structure. Difficult points: Use coherent questions to write vivid and complete recruitment advertisements 教法学法 Sentence accumulation, sample analysis, outline sorting and guided imitative writing 教学准备 PPT, worksheets and sample recruitment poster 教学过程设计 复备栏 Step1 Warming-up & Lead-in (8 mins) The teacher greets students and launches oral practice about personal talents. Students use Can you…? and be good at to talk about singing and instrument skills. After short sharing, the teacher shows the music club recruitment sample and states the writing task: write a recruitment notice as Li Ming for school music club. Students clarify learning aims and prepare for sentence accumulation. Step2 Useful Sentence Accumulation (12 mins) The teacher splits target sentences into opening, middle and closing parts on PPT. The teacher reads each sentence, stresses can plus base verb and collocation of be good at + doing. Students read in chorus, group and individually to memorize fixed expressions. Relevant proverbs about hobbies are supplemented to enrich language reserve. Fill-in exercises consolidate core phrases for later writing output. Step3 Sample Analysis & Writing Outline (15 mins) The teacher displays Li Ming’s sample recruitment poster. Teachers and students analyze the text and conclude three-part structure: opening to state needing new members; body with continuous questions on hobbies, skills and spare time; ending to invite joining and leave contact number. The outline is written on the blackboard. Students discuss in pairs to sort necessary writing information and share discussion results. Step4 Guided Imitative Writing (15 mins) Following the task to finish music club recruitment as Li Ming, students start draft writing according to the sorted outline and stored sentences. While writing, the teacher walks around to tutor poor learners, correcting common mistakes like wrong verb forms after can and misused prepositions. After most drafts finish, typical works are projected; the teacher praises fine expressions and explains universal errors for whole-class revision. Step5 Draft Revision & Extended Practice (10 mins) Students revise drafts with peer and teacher advice to polish sentence order and wording. The expanded task requires students to design a new club such as sports club and write its recruitment notice. Excellent writings are read aloud. Meanwhile moral education is permeated to encourage students to cultivate healthy hobbies and take part in group activities actively. Step6 Summary & Layered Homework (10 mins) Teacher and students review can, be good at and poster structure together, highlighting error-prone grammar points. Two-level homework is set: basic homework copies core sentences and recites sample poster; extended homework writes a recruitment for your own favorite club. Teachers guide students to apply learnt phrases into real-life notice writing. Blackboard Design Unit5 Club Recruitment Writing 1.Key: can + do, be good at doing 2.Structure: Opening: We want new members. Body: Continuous questions about skills & free time End: Invitation + telephone number 3.Sentence: Can you play the piano? Come and join us! 【布置作业】学生完成《学法大视野》本课时对应练习，要求学生认真完成，巩固所学知识。 教 学 反 思 Most students master core grammar and poster structure and finish basic recruitment writing smoothly. Several students still make mistakes after can and arrange questions disorderly. Future lessons add targeted sentence drills and short advertisement writing to improve their accuracy and logical expression. 学科网（北京）股份有限公司 $