資源簡介

世界
Unit 2　Neighbourhood
第1課時　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text presents a listening activity about Simon's neighbours and their jobs, along with a conversation between Amy and Simon discussing their neighbourhoods. It focuses on introducing the vocabulary related to occupations and places within a community and promoting the understanding of the roles and contributions of different professionals in a neighbourhood.
Why: The author's intention is to develop students' listening, reading and speaking skills, and teach them about the vocabulary associated with neighbourhoods and occupations. By presenting real life scenarios and encouraging students to talk about their own neighbourhoods, the text helps foster cultural awareness and promotes communication among students. It highlights the importance of communities and the roles played by different professionals in a neighbourhood, instilling a sense of connection and responsibility towards one's local area.
How: The text employs a combination of listening, reading, and speaking exercises to engage students in learning about neighbourhoods and occupations. It includes a listening task for students to match people with their jobs and work place locations, as well as a sample conversation between Amy and Simon to model discussions about their neighbourhoods. The text uses simple language and illustrations to support understanding and retention of the vocabulary.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about some jobs and work places;
2.locate key information while listening;
3.learn how to introduce their neighbourhoods by using the sentence structure “What's…like ”.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about some jobs and work places. Step 1: Free talk Students engage in a free conversation, asking and answering questions with their partners. Q1: Do you have a big or small neighbourhood Q2: What is in your neighbourhood (e.g. school, hospital, restaurant) Q3: What do your neighbours do (e.g. teacher, doctor, cook) Step 2: Pre listening 1.Introduce the vocabulary related to jobs and work places, highlighting the distinction between words ending in“ er”and“ or”, and exceptions like cook and cooker. 2.Have students match jobs with their respective work places to reinforce under standing. The effectiveness of the free talk will be measured by students' participation in answering questions and their understanding of the vocabulary related to jobs and work places.
Purpose To create a comfortable environment for students to share personal experiences, introduce the topic of neighbourhood and prepare students for the listening activity by familiarizing them with the key vocabulary and concepts.
2.To locate key infor mation while listening. Step 3: While listening 1.Play a listening clip that characters discuss their neighbourhoods and fill in the blanks with the correct information. 2.Repeat phrases from the listening clip to practise pronunciation and intonation. The effectiveness will be assessed by students' ability to extract specific infor mation from the conversation and use the correct intonation when pronouncing words.
Purpose To develop listening comprehension skills, familiarise students with the structure and vocabulary used to describe neighbourhoods and help students to understand the roles of different community members.
3.To learn how to introduce their neighbourhoods by using the sentence structure“What's…like ”. Step 4: Post listening 1.Read and fill in the blanks in a table to compare Simon's and Amy's neighbourhoods. 2.Think about this question: What do you think of their neighbourhoods Possible answers: (1)Simon's neighbourhood is convenient and comfortable, and has good facilities. (2)Amy's neighbourhood is harmonious, warm, and happy. 3.Group work: Role play the conversation. Work in pairs: Student 1 acts as Amy and Student 2 acts as Simon. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language (使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
The effectiveness of post listening will be evaluated by students' ability to fill in the blanks correctly and answer the detailed questions accurately. It is also assessed by the quality of students' ability to use the structured format to share their neigh bourhoods.
Purpose To help students summarise and reflect on the information they have heard, encouraging their critical thinking and ability to compare and contrast different aspects of neighbourhoods.
Step 5: Summary A distant relative is not as good as a near neighbour.遠親不如近鄰。 Step 6: Language points 1.Discuss the usage of the sentence structure“What's…like ”to inquire about the characteristics of something. 2.Explain the differences between“There's a…”and“have”in terms of indicating the existence of something or possession. 3.Practise using the phrase“help sb (to) do sth”to express assistance in doing an activity. Step 7: Exercise 1.Complete sentences with the correct form of“There's a…”and“have”based on pictures. 2.Answer questions about neighbourhoods and neighbours by using the language structures learned. The effectiveness will be evaluated through the accuracy of the students' completed exercises.
Purpose To ensure that students can use these language structures correctly and effectively in their communication, provide practical application of the language points and reinforce the lesson through various exercises.
Homework Required: Introduce your neighbourhood. Optional: Draw a picture of your neighbourhood.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2課時　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is a reading passage titled “Good neighbours” that discusses the characteristics and activities of volunteers in Simon's neighbourhood. It includes a conversation between Amy and Simon about the volunteer work done in their community centre during weekends, as well as a chart summarising the information and follow up exercises to test students' comprehension.
Why: The author's intention is to teach students about the importance of volunteering and community involvement, as well as to improve their reading comprehension and language skills. By showcasing the positive impact of volunteers in Simon's neighbourhood, the text aims to inspire students to value and appreciate the contributions made by others in their own communities. Additionally, the exercises encourage critical thinking and engagement with the topic, helping students better understand the benefits of volunteering and fostering a sense of social responsibility.
How: The text uses a combination of a written dialogue, a chart, and short paragraphs to convey information about the volunteer activities in Simon's neighbourhood. It also includes true false exercises and a writing activity to reinforce students' understanding and application of the material. The language used is simple and clear, which is suitable for students at a beginner level.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the key information about what volunteers are like;
2.know more about volunteer work in Simon's community;
3.think about what kind of volunteer work they can do in their own neighbourhood.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the key information about what volun teers are like. Step 1: Free talk 1.Think about the questions. Q1: What activities do you have in your community Q2: How can you help your community 2.Discuss activities in the community such as cleaning, helping the elderly, etc. Step 2: Fast reading 1.Before reading, show four pictures and let students observe and answer two questions. Q1: What are these people doing Q2: Why are they doing these activities (詳見課件資源) 2.Read the passage quickly and answer two questions. Q1: Who are the volunteers in the community Q2: When do they have a“helping hands”meeting The effectiveness will be evaluated through participation in group discussions, which gauge students' understanding and depth of insight into the topics covered.
Purpose To engage students in a discussion about community activities and volunteer work, encouraging them to think about how they can contribute to their neighbourhoods. To train students to quickly extract key information from a text, familiarise them with new vocabulary related to community service, and understand the roles and activities of volunteers.
2.To know more about volunteer work in Simon's community. Step 3: Detailed reading 1.Complete the chart about the volunteers in Simon's neighbourhood. It includes: (1)What they are like.(e.g. kind and helpful) (2)When and where they meet.(e.g. at the community centre; at the weekend) (3)What they will do at the weekend.(e.g. check things, repair bikes, help kids with their Homework, and visit and help old people) 2.Read the conversation again.Write a T if a sentence is true or an F if it is false. Then correct the false ones. 3.Simon's community centre needs more volunteers to plete the centre's notice with the correct forms of the words and phrases in the box below. 4.Think about the questions below. Share your answers with your classmates. Q1: What kind of volunteer work can you do in your neighbourhood Q2: What do you like best about your community Q3: What do you think makes a neighbourhood a good place to live in The effectiveness will be evaluated by students' ability to quickly extract key information, for example, what the volunteers in Simon's neighbourhood are like,when and where they meet and what they will do at the weekend. Check the accuracy of the corrections to evalu ate students' comprehen sion and understanding of the text.
Purpose To improve students' reading comprehension by analysing the text in detail, identifying and correcting errors and understanding the context and content more deeply.
3.To think about what kind of volunteer work they can do in their own neighbourhood. Step 4: Group work 1.Do you think it's important to help your community Why 2.What other activities can you do to help your community Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language (使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
The effectiveness will be assessed by students' participation and their ability to foster teamwork and discussions about the importance of community service and potential volunteer activities.　
Purpose To encourage students to work together in groups, share ideas and discuss the importance of community service. To help build teamwork skills and enhance their ability to collaborate. Additionally, the focus on peer feedback and self assessment helps students become more reflective and self aware learners.
Step 5: Language points Explanation and practice of phrases and sentences like“What are your neighbours like ”“have a meeting”“help sb with sth”“be willing to”“as well”“There are many ways to help!”and“like these”. Step 6: Exercise Vocabulary exercises, sentence transformation, and filling in the blanks with appropriate verb forms. Check the accuracy of the completed exercises and provide feedback on common mistakes.
Purpose To clarify and practise key language structures and expressions related to communities and volunteer work and reinforce students' learning through practical exercises.
Homework Required: Write down five sentences to describe your neighbours. Optional: Make a poster about volunteer activities in your community.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3課時　Grammar&Pronunciation
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on teaching grammar related to the simple future tense with “will” and “be going to” and linking sounds. It includes examples, exercises and explanations to help students understand how to use the grammar correctly.
Why: The purpose of the text is to equip students with the ability to effectively communicate future actions and intentions in English. By mastering the simple future tense, students can express plans, predictions and decisions more accurately. The inclusion of pronunciation tips aims to improve fluency and naturalness in speech, enhancing overall communication skills.
How: The text employs a step by step instructional approach, breaking down complex concepts into manageable parts. It uses dialogues, fill in the blank exercises and tips to reinforce learning. Visual aids like images and charts are used to enhance comprehension. The text also incorporates pronunciation practice through linking sounds, providing practical guidance on how to link words when speaking.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.summarise the rules of “will” and “be going to” in the simple future tense;
2.practise forming sentences and asking questions by using “will” and “be going to”;
3.know the pronouncing rules of the linking sounds clearly.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To summarise the rules of“will”and“be going to”in the simple future tense. Step 1: Grammar (Simple future tense with“will”) 1.Read the conversation below and pay attention to the use of“will”. 2.Introduce the simple future tense with“will”. 3.Explain the structure: (1)Positive: Subject+will+the base form of a verb. Example: I will go to the park tomorrow. (2)Negative: Subject+will not/won't+the base form of a verb. Example: I won't go to school tomorrow because I am sick. (3)Yes no questions: Will+subject+the base form of a verb Example:—Will you come to my party —Yes, I will./No, I won't. Evaluate students' grasp of the rule through fill in the blank exercises and their answers.
2.To practise forming sentences and asking questions by using “will”and“be going to”.　 (4)Wh questions: What/When/Where/How+will+subject+the base form of a verb Example: What will you do next Sunday 4.Describe the usage of the simple future tense with“will”: (1)For things that are sure to happen in the future. (2)For predictions about future events. (3)For plans that are being made now. 5.Make an example conversation: Amy: Mum, I'll go to the Children's Centre after lunch. Mum: OK. But it'll rain this afternoon. Amy: Don't worry, Mum. I'll take an umbrella with me. 6.Complete the conversation with the simple future tense of the verbs in brackets, using“will”. Step 2: Grammar (Simple future tense with“be going to”) 1.Read the conversation below and pay attention to the use of“be going to”. 2.Introduce the simple future tense with“be going to”. 3.Explain the structure: (1)Positive: Subject+be going to+the base form of a verb. Examples: ①I'm going to visit my grandparents this weekend. ②She is going to have a party next month. ③They are going to travel to Beijing next year. (2)Negative: Subject+be not going to+the base form of a verb. Example: She isn't going to play football tomorrow. (3)Yes no questions: Be+subject+going to+the base form of a verb Example:—Are you going to have a party —Yes, I am./No, I am not. (4)Wh questions: What/When/Where/How+be+subject+going to+the base form of a verb Example: What are you going to do this evening
4.Describe the usage of the simple future tense with“be going to”: (1)For things we decide to do. (2)For things that will probably happen. 5.Make an example conversation: Simon: Hi, Amy. What are you going to do this afternoon Amy: I'm going to the library. How about you Simon: I'm going to play basketball with my friends. 6.Complete the conversation with the correct forms of“be going to”and the verbs in brackets.
Purpose To enable students to form and understand sentences in the simple future tense with“will”and“be going to”, enhancing their ability to talk about future events and express plans and intentions. To help students to understand the differences and the appropriate usage in various contexts.
3.To know the pro nouncing rules of the linking sounds clearly. Step 3: Pronunciation (Linking sounds) 1.Introduce the rules of linking sounds in English. 2.Rules: (詳見課件資源) 3.Listen carefully. See how you can link the following words together. Then practise saying them. 4.Read the poem below. How do you link the words together when you read aloud Then listen and check. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language (使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
Assess students' recog nition of linking sounds through pronunciation exercises. Assess students' pronunci ation accuracy through practising exercises.
Purpose To teach students the rules of linking sounds and improve their pronunciation, making their speech more natural and fluent.
Step 4: Exercise Provide exercises that reinforce the grammar and pronunciation rules learned in the lesson, including sentence completion, dialogue creation, and reading activities to practise the use of“will”and“be going to”, as well as linking sounds. Review the exercise answers for correctness and provide feedback on common mistakes.
Purpose To consolidate students' understanding and application of the simple future tense and linking sounds through practical exercises and role plays to reinforce the grammatical structures and improve overall language skills.
Homework Required: Write some sentences about a community activity and what you want to do for your community,using the simple future tense.Read the poem“My neighbour”aloud five times, paying attention to linking sounds. Optional: Make a short dialogue with at least five linking sounds and record yourself reading it.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4課時　Integration (A—C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on community service and support, featuring notices from a community centre and a conversation between two neighbours discussing volunteer opportunities.
Why: The text aims to introduce students to the concept of community support systems and encourage them to participate in volunteering and helping others. The text highlights the importance of community engagement and fosters a sense of belonging among residents. The use of a practical scenario and real life situations helps students relate to the topic and understand the value of community involvement.
How: The text uses a combination of short paragraphs, bullet points and illustrations to convey information about available resources and services within the community. It also includes a listening exercise where students listen to a conversation and fill in details about two neighbours seeking assistance.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get the main information about notices of the community centre by listening;
2.get the basic information about neighbours' problem, place and time from the volunteer's notes;
3.feel the happiness of a helpful community and establish the idea of living in harmony.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get the main information about notices of the community centre by listening. 2.To get the basic information about neighbours' pro blem, place and time from the volunteer's notes. Step 1: Lead in Talk about past experiences of helping neighbours and the desire to seek help from the community. 1.Have you ever helped your neighbour How did you feel 2.Would you like to look for help from your community Step 2: Pre listening Look at the noticeboard of the community centre and answer the questions below. Q1: When and where is the“helping hands”meeting Q2: How many notices are there on the noticeboard Step 3: While listening 1.Simon is looking at the noticeboard of his community centre. Read the notices and answer the questions below. Q1: Which club can help you if you have a problem with your phone Q2: What other kind of help can a community centre offer 2.Two of Simon's neighbours are asking for help at the community centre. Listen and complete the volunteer's notes below. (詳見課件資源) Check if students can interact with teachers actively. Assess their answers to these questions to make sure the students gain the understanding of the noticeboard's content. The effectiveness will be assessed by students' ability to extract specific information from the spoken text.
Purpose To help students not only get the main information about the notices of the community centre, but also develop their essential skills such as critical thinking, observation and active listening. To make students concentrate on and understand the content, which is a crucial skill for language learners by having them listen to conversations about community service and individuals seeking help.
3.To feel the happiness of a helpful community and establish the idea of living in harmony. Step 4: Post listening Listen to a conversation about a community book club meeting and repeat it, focusing on language use and pronunciation. Show time: ChecklistStarsLanguage(語言正確)Pronunciation(發音標準)Body language (使用肢體語言)Creation(有創意)Excellent★★★　Great★★　Good★
Step 5: Summary A distant relative is not as good as a near neighbour. 遠親不如近鄰。 Observe group inter actions for fluency, appropriateness, and the use of language. Provide feedback based on language accuracy, pronunciation and creation.
Purpose To provide an opportunity for students to improve their speaking and listening skills by repeating and role playing the conversation. To encourage students to participate in actively and pay attention to the peer feedback, enhancing their communication and presentation skills.
Homework Required: Write five sentences using the words and phrases“fever”“sore throat”“doctor”“nurse”and“deal with”to make a little story. Optional: Write a short passage about your experience when you were sick and went to see a doctor with the help of your neighbour.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第5課時　Integration (D)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on Simon's speech about his ideas for contributing to his community, specifically through the initiative called “Collect and Share”. He proposes collecting old books, toys and clothes to share, give away or sell for charity purposes.
Why: The text aims to inspire students to think about ways they can contribute positively to their communities by sharing resources and engaging in charitable acts. The text encourages creativity and problem solving skills, as well as promoting students' environmental consciousness and community involvement. The use of a mind map and speech format helps students structure their thoughts and ideas effectively, allowing them to communicate their plans clearly and persuasively.
How: The text presents Simon's mind map and speech script, which outline his plan to collect and repurpose these items for the betterment of the community. The mind map visually organizes the different categories of items and their corresponding actions, while the speech script provides a detailed explanation of his proposal. The text also offers useful expressions to students to follow when creating their own speeches.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know about the structure of Simon's mind map and learn about what he can do for his community;
2.write a speech script about what they can do for their communities;
3.use some useful expressions in their speech script.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know about the structure of Simon's mind map and learn about what he can do for his community. Step 1: Lead in 1.Watch some pictures about community workers. 2.Questions for discussing: Q1: Who are they Q2: What do you want to say to community workers Q3: What do you want to do for the com munity Step 2: Pre writing Task 1: Talk about something about the community. Mr Wu asked the Class 1, Grade 7 students to give a speech about what they can do for their communities. Task 2: Let's talk. Look at Simon's mind map of what he can do for his community. Task 3: Let's read for the structure. Read Simon's speech script about what he can do for his community. Check if students can understand the pictures and answer the questions. Assess students' under standing by asking them to identify the main content and the structure of Simon's speech script.
Task 4: Outline to organize ideas. BeginningGreetings Purpose 　 　　　　　 Details EndingA call to action
Purpose To introduce the topic of community service and inspire students to think about their role in helping the community and prepare students for writing a speech by discussing ideas and organizing thoughts.
2.To write a speech script about what they can do for their communities. 3.To use some useful expressions in their speech script. Step 3: While writing 1.Let's write! Write a speech script about what you can do for your community. (1)Use Simon's writing as a model and make a mind map. (2)Useful expressions. (詳見課件資源) 2.Let's share! (1)Ask students to share their speech about what they will do for the community. (2)Peer evaluation based on the following criteria: Evaluation(評價機制)StarsContent(內容完整)Writing(用詞優美)Speech(語言流暢)Excellent★★★　Great★★　Good★
Step 4: Summary Kindness makes the world go around. Step 5: Exercise Review the speech script for clarity, coherence and grammatical accuracy.
Purpose To provide an opportunity for students to present their work and receive feedback and enhance their communication and presentation skills through oral delivery.
Homework Required: Edit your writing with your classmates, rewrite it and hand it in. Optional: Write a speech about what you will do for your class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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