textbk versin and sectin
Learning mdule
Reading and writing
Unit Teaching Design
subject
After-Schl Activities
Analysis f the teaching material
The cntents f the texts in this unit are related t after-schl activities, such as weekend t-d plans and clubs. In this unit, students are demanded t learn t talk abut what they like t d after schl and n the weekends.
Unit learning bjectives and key pints
Students will be able t use“be ging t” t express the future tense. They will be able t talk abut their interests and what they plan t d after schl and n the weekends by using the new language items learned in this unit. Meanwhile, they will imprve their awareness f participatin and develp their self-cnfidence and talents.

Overall teaching structure
Perid 1: After-schl activities---Lessn 19
After-class activities
Perid 2: After-schl clubs---Lessn 20,Lessn 21
Perid 3: Weekend plans---Lessn 22, Lessn 23
Perid 4: Review---Lessn 24
Perid Teaching Design
Subject
Jin Our Club!
Type
New Lessn
Analysis f the teaching material
As an imprtant and independent cmpnent, the tpic f this lessn is clsely related t the theme f the whle unit. It starts a different tpic frm that in Lessn 19 and is als a language input and cnnectin with Lessn 21. This lessn helps t imprve students' cmprehensin, thinking , reading and writing abilities.
Analysis f the students
Mst students are familiar with the expressins f sme cmmn activities and sme knw hw t express the future plan n the benefit f extensive reading in their daily life. But A few f them are weak in English and they may feel cnfused t meet with many new wrds while reading. Students are f different levels and they have individual interests and hbbies, which all makes it a challenge t meet every students’ satisfactin and make the lessn lively.
Learning bjectives
By the end f this lessn, students will be able t:
Describe the three types f clubs by reading and retelling the passages;
Cmpse a pster fr a new club by using the target language;
Imprve the awareness f participatin and develp self-cnfidence.
Key pints and difficulties
Hw t describe a club by using target language
Learning evaluatin design
Self-assessment
Retelling
Cmpsing
cncentratin
Crrectin
Beautiful design
participatin
fluency
Neat handwriting
cperatin
prnunciatin
N mistakes
Learning activity design
Teacher’s activities
Students’ activities
Step One：Lead-in
Teacher’s activity 1
Play a game: Odd One Out
Present fur wrds and get students t find ut the different ne（Club）.
Explain the meaning f “club”by shwing a picture.
Ask the Ss: What d yu like t d in yur free time? Are yu in a club？
Students’ activity 1
Students give their chices and the reasn as well. They may have different answers.
Students answer the questin based n facts.
Aims：T aruse students interest in learning and get them invlved in class.
Step Tw: Reading
Teacher’s activity 2
Get the Ss t read individually first and check their understanding by asking 3 specific questins;
then Ss wrk in a reading circle and cmplete their chsen tasks n the wrksheet accrding t their wn willing and level；
Then get the Ss t d shared reading and give presentatin.
Students’ activity 2
Ss d as they are required t step by step. First they read individually, then thy wrk in a reading circle and chse different tasks n the wrksheet, at last they share what they have accmplished.
Aims: T mtivate the students t read and develp different abilities in reading.
Step 3: Extended Reading
Teacher’s activity 3
Shw the Ss sme pictures f clubs in the schl and play a vide f clubs in a freign schl, asking:
What d yu think f these clubs? What can students benefit frm jining a club？
Get the Ss t read a passage and find ut the answer.Encurage them t share their wn ideas.
Students’ activity 3
Students lk at the pictures and watch the vide t get t knw abut mre clubs. Then Ss read the passage quickly t find ut the tpic sentences f each paragraph and express their wn pinins.
Aims: T stimulate the Ss interest and prepare them fr the next step.
Step 4: Practice
Teacher’s activity 4
Get the Ss t wrk in grups and d PBL （Prject-based learning）by creating ne club they are all interested in and making a pster fr it.
Present the criteria t help student t evaluate ther grup’s wrk.
Students’ activity 4
Students cmpse their grup’s club by using the target language and fllwing the given frmat. Then they exchange each ther’s wrks and give evaluatin accrding t the criteria.
Aims: T get the Ss t cnslidate and practise what they’ve learned.
Step 5: Prgress
Teacher’s activity 5
Students’ activity 5
Get the Ss t make a plenary abut the imprtance f participatin in develping self-cnfidence and talents. Express wishes and hpe.
Ss make self-assessment abut their behaviur in class.
Aims: T help Ss t build up mre cnfidence and fster psitive attitude twards life.
Bard Designing

Hmewrk and extended learning design
Plish the writing abut a club yu want t rganize and recmmend it t thers;
Surf n the Internet t get mre infrmatin abut after-schl clubs in different cuntries and give a reprt.
Resurces
Pictures; Vide; Multi-media
9. Thughts after teaching
All the teaching prcedures have been fulfilled because f adequate presuppsitin. Thus the main learning bjectives are accmplished. Evaluatin is used thrughut the lessn and reading circle has made teamwrk mre efficient and students mre active in class. But mre time shuld have been given t the students’ presentatin and mre attentin shuld have been devted t sme weaker learners. S next class they will shw their writing individually and multi-evaluatin shuld be prvided t prmte the students’ participatin.

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