資源簡介

世界
Unit 3　My hometown
第1課時　Welcome to the unit
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on places of interest in Beijing, specifically featuring four well known attractions: the Great Wall, the Olympic Park, the Summer Palace and the National Museum of China. It provides brief descriptions and highlights key features of each location, accompanied by images to enhance understanding and visualisation.
Why: The author aims to introduce exchange students to popular tourist attractions in Beijing, showcasing the city's rich history and cultural significance. By presenting these attractions in a structured manner, the text helps learners grasp the main features of each site and fosters an appreciation of Chinese culture and landmarks. The text is written in a straightforward style, suitable for learners of various levels, particularly those who are interested in learning about Beijing's attractions and engaging in conversations related to travel and sightseeing. The combination of visuals and text supports effective communication and comprehension, allowing students to learn about different aspects of Chinese culture and history while practising their English skills.
How: The text presents information through bullet pointed lists, using short phrases to describe each attraction. The format is concise and visually appealing, with images placed alongside the corresponding descriptions. The use of bullet points makes the information easy to read and comprehend, while the images serve as visual aids to support the textual content.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify expressions used to describe places of interest in Beijing through listening;
2.introduce the characteristics of popular tourist attractions in Beijing to classmates;
3.introduce their favourite places of interest in their hometowns to others.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To identify expres sions used to describe places of interest in Beijing through listening. Step 1: Pre listening 1.Introduce famous places of interest in Beijing: the Summer Palace, the Olympic Park, the National Museum of China and the Great Wall. A question for the discussion: What is it It's…(e.g. the Summer Palace, the Olympic Park, etc.)　 2.Pre listening task: A group of exchange students from the UK want to learn about places of interest in Beijing. Listen to the introductions and complete the notes below. Step 2: While listening Students listen to the introductions and fill in the blanks with the missing information about the Great Wall, the Olympic Park, the Summer Palace and the National Museum of China. Step 3: Post listening 1.Listen again and repeat. 2.Work in pairs and find the expressions used to describe places of interest in Beijing. 3.Read and fill in the table. The effectiveness of this step can be evaluated by observing students' participation in the discussion and their ability to accur ately fill in the chart with the correct infor mation. Review answers to ensure students get the key information in the material.
Purpose To introduce the context and set the scene for the listening activity by familiarising students with the famous places of interest in Beijing. To engage students in predicting and discussing what they know or think about these places, which helps in building anticipation and interest, and develop students' listening skills by having them focus on specific details and fill in the blanks based on the audio.
2.To introduce the characteristics of popular tourist attractions in Beijing to classmates. 3.To introduce their favourite places of interest in their hometowns to others. Step 4: Think and say Students read the conversation between Daniel and Amy, then discuss how they feel about their hometowns and identify expressions of pride and cultural confidence. Step 5: Group work Students work in pairs to role play a conversation about showing the exchange students around Beijing. 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 6: Expanded expression Make the students talk with their partner about which places of interest they would like to show to the exchange students. Step 7: Summary Love our country, love our home. Step 8: Language points Explanation and practice of phrases like“How about… ”“What else ”and“It's a symbol of…”. Step 9: Exercise Students complete vocabulary exercises and fill in the blanks. The effectiveness can be evaluated by the level of engagement in the discussion and the students' ability to articulate their thoughts. The teacher can also listen to the conversations to assess the quality of their language use and their understanding of the dialogue.
Purpose To encourage students to reflect on the lesson's content and express their thoughts. To promote teamwork and communication skills through role playing. To encourage active participation and peer feedback to enhance communication and presentation skills.
Homework Required: Read Dialogue B fluently and recite it. Optional: Talk to your partner about the places of interest in your hometown and explain the reasons.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第2課時　Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on introducing Beijing as a hometown, highlighting its major attractions and cultural experiences. It includes a vlog script and exercises to help students learn more about the city and practise their reading skills.
Why: The author's intention is to familiarise students with Beijing's rich history and culture, as well as encourage them to develop their reading comprehension skills. By incorporating a vlog style script, the text aims to create a dynamic and interesting learning experience. The exercises following the script further reinforce the information presented, helping students retain knowledge about Beijing's attractions and improve their English proficiency. The text also emphasises the importance of experiencing local customs and traditions, such as watching Beijing opera and trying traditional food, fostering an appreciation of the city's unique character.
How: The text uses a vlog format to provide a personal and informal introduction to Beijing, featuring the Palace Museum, Tian'anmen Square, the siheyuan, and other notable locations. The script is followed by exercises to test students' understanding of the material, including filling out charts, circling correct words, and completing a travel plan. The use of a vlog script adds a modern touch to the traditional textbook format, making the content more engaging and relatable for students.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.identify and comprehend key vocabulary and expressions;
2.use new language structures to describe their hometowns;
3.propose ideas for promoting tourism in China.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
Step 1: Lead in Q: How will you introduce your hometown to others
1.To identify and comprehend key vocabulary and expressions. Step 2: Pre reading 1.Students predict the content of an article about Beijing based on the title My home town, Beijing. 2.The exchange students want to learn more about places of interest in Beijing. Daniel has found a vlog about Beijing to share with them. Here is the script. The effectiveness of this step is determined by how well students can make educated guesses about the content and how these predictions are used to set a purpose for reading.
Purpose To encourage students to think about the unique aspects of their hometowns, fostering cultural awareness and pride. To set up expectations and predictions, which can enhance their engagement and focus during the reading.
2.To use new lan guage structures to describe their hometowns. Step 3: While reading Students read the article and complete tasks such as filling in the blanks and circling the correct words. 1.Skim the text to get an overview of the aspects of Beijing introduced. 2.Read for details. 3.Complete the chart with the information in the script. 4.Read the script again and circle the correct words. 5.Complete the travel plan with the correct forms of the words and phrases in the box. Check students' answers to make sure the students have grasped the main idea and key details of the text.
Purpose To develop students' reading comprehension skills by having them skim for an overview and then read for specific details. To help students extract key information and vocabulary related to the places of interest in Beijing and practise organising information into a chart, which helps in summarising and retaining key points. To improve accuracy and attention to details by having students circle the correct words, ensuring they understand the text thoroughly.
Step 4: Post reading 1.Retell the article and introduce Beijing in your own words. 2.Think about the questions below. Q1: Which place in Beijing do you want to visit Why
(續表)
3.To propose ideas for promoting tourism in China. Q2: What place in your city is your favourite Why Q3: What local food in your hometown do you think a visitor should try Give one example and introduce it. 3.Introduce your hometown. 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 Cherish the unique culture of our hometowns, and share their beauty with the world.(珍視我們家鄉的獨特文化,與世界分享它們的美麗。) Step 6: Exercise The post reading discussion will be evaluated by students' grasp of the text and their ability to express their favourite places in their home towns. This step is effective in promoting peer inter action and sharing ideas. This step is effective in reinforcing learning and helping students consolidate their under standing.
Purpose To consolidate the reading material and encourage students to express their understanding in their own words. To practise presentation skills through the introduction to their hometowns, using a structured evaluation system to provide feedback and promote improvement.
Homework Required: 1.Retell the article and draw a mind map. 2.Circle a, an and the in the article. Optional: Role play as a guide to introduce Beijing.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第3課時　Grammar&Pronunciation
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text focuses on teaching grammar rules related to the use of articles(a, an and the) and prepositions of place. It includes reading passages, fill in the blank exercises, and descriptive tasks to help learners understand and apply these grammatical structures effectively. It also includes a section on pronunciation, emphasising stress in a word.
Why: The author's intention is to equip learners with a solid foundation in English grammar, specifically in the correct usage of articles and prepositions of place. By providing a variety of exercises and activities, the text aims to ensure that learners can apply these grammatical rules accurately in different contexts. For pronunciation, the text presents words with different numbers of syllables and guides students how to divide syllables correctly. Interactive elements, such as reading a poem and listening activities, are incorporated to make the learning process more enjoyable and effective.
How: The text employs a step by step instructional approach, starting with clear explanations of the rules followed by practical examples. It incorporates visual aids, such as photographs and illustrations, to provide context and enhance understanding. The exercises are designed to be interactive, encouraging learners to actively engage with the material through writing and speaking activities. Additionally, the pronunciation practice helps improve speaking ability and comprehension by teaching them how to identify and divide syllables to enhance students' phonological awareness.　
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.understand the grammar rules of using “a”, “an” and “the”;
2.understand the grammar rules of prepositions of place;
3.write a short text about a place of their hometowns by using the correct grammar;
4.improve their pronunciation by focusing on the syllable structure of words;
5.recognise and practise stress patterns in words with multiple syllables.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To understand the grammar rules of using“a”,“an”and“the”.　 Step 1: Grammar(Using“a”,“an”and“the”) 1.Read and analyse texts that use“a”,“an”and“the”. 2.Circle the words with a red pen to work out the rules. 3.Work out the rules: (1)Use“a”or“an”when we mention a person/thing for the first time. Observe students' ability to articulate and intern alise the grammar rules.
(2)Use“the”: a.when we talk about a specific person/thing; b.when we mention a person/thing for the second time; c.before some proper nouns; d.when there is only one of something. 4.Practice: Daniel is reading a short text about Beijing National Stadium. Read the text below and fill in the blanks with“a”,“an”,“the”or“/”. The effectiveness of this step will be evaluated by students' ability to comprehend the text, their success ful use of“a”,“an”and “the”in different contexts.
Purpose To learn grammar in the context through examples, which makes the rules more memorable and applicable. To help students understand and apply the rules of using“a”,“an”and“the”correctly.
2.To understand the grammar rules of prepositions of place. 3.To write a short text about a place of their hometowns by using the correct grammar.　 Step 2: Grammar(Prepositions of place) 1.Learn and remember prepositions of place, like in front of, behind, above, below, beside, between, inside and outside. 2.Describe pictures using the correct prepos itions. 3.Example text and description: The exchange students are now in Beihai Park. Here is a small shop. There are some flowers in front of the shop. Behind the shop, there is a big tree. A boy is coming. He is standing outside the shop. The shopkeeper inside the shop is smiling at him. 4.Practice: Daniel is showing the exchange students a picture of a siheyuan. Complete his descrip tion with the correct prepositions of place. 5.Take a picture of a place in your hometown. Write a short text about the place, using a, an, the and prepositions of place. 6.The teacher shows two examples to students. 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 is measured by how well students can recall and apply these prepositions in the context. The success of this step will be assessed by students' understanding of the meanings for using prepositions of place, their completion of Daniel's description with the correct prepos itions of place. The effectiveness is measured by how well students meet the criteria and the quality of their presentations.
Purpose To expand students' vocabulary and their ability to use prepositions of place accurately in sentences. To develop their understanding of spatial relationships and how to describe them using prepositions of place.
4.To improve their pronunciation by focusing on the syllable structure of words. Step 3: Pronunciation(Syllables) 1.Understand the concept of syllables and their role in pronunciation. 2.Definitions and examples: (1)A syllable is a unit of sound in a word, typically consisting of a vowel sound and usually one or more consonants. (2)Examples: car, rub ber, de li cious 3.Rules for dividing syllables: (1)Find the vowel sounds to form syllables. (2)Single vowel. No division and stress. (3)Two vowels. Divide in the middle. (4)A vowel+a consonant+a vowel. The consonant goes with the second vowel. (5)A vowel+a consonant+a consonant+a vowel. Split the two consonants. (6)A consonant+/l/,/m/ or /n/at the end. Form a separate syllable. 4.Practise dividing words into syllables: (1)player, towel, flower, prayer (2)topic, detail (3)contact, shelter (4)positive, personality, fantastic, diet, destination　 The effectiveness is measured by students' ability to identify syl lables in words and understand their import ance in pronunciation. The effectiveness is evaluated by the accur acy of their divisions and their ability to pronounce the words correctly.
Purpose To enhance students' phonological awareness by teaching them how to identify and divide syllables.
Step 4: Pronunciation(Stress in a word) 1.Understand the concept of stress in words and its importance. 2.Stressing different syllables: (1)Stressing the first syllable: favourite, emperor, opera (2)Stressing the second syllable: museum tradition, delicious (3)Stressing the last syllable: between today, recommend
5.To recognise and practise stress pat terns in words with multiple syllables. 3.Listen and underline the stressed syllable of each word: capital, wonder, national, wonderful, beautiful, information, attract, hungry, treasure. 4.Work in pairs. Take turns to read the words in Part A aloud, emphasising the stressed syllable. 5.Read a poem. Pay attention to the stress of each word. Then listen and check. Step 5: Summary Cherish your hometown, and cherish your family. Step 6: Exercise Students complete exercises that include grammar and pronunciation practice. Check students' pronun ciation accuracy and ability to divide syllables.Provide guidance and feedback if needed.
Purpose To teach students the importance of stress in English words and how it affects meaning and clarity, and help them sound more natural and fluent by mastering the rhythm and stress patterns of English.
Homework Required: 1.Read the texts in A and B. 2.Complete the grammar exercises on pages 35—36. Optional: Write an article to introduce your hometown using the grammar knowledge of this unit.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第4課時　Integration (A—C)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text discusses Daniel's plan for showing the exchange students around Beijing, including visits to various landmarks and cultural sites. It also features a conversation between Daniel and one of the exchange students about their respective hometowns.
Why: The author's intention is to provide a glimpse into Chinese culture and tourist attractions, as well as encourage students to share their own cultural backgrounds and experiences. By incorporating listening and speaking exercises, the text aims to improve students' language skills and promote cross cultural understanding. The use of a table and model conversation makes the material engaging and interactive, allowing for a more dynamic learning experience.
How: The text uses a table to organise information about the planned activities in Beijing, and includes listening exercises to help students understand details about the Palace Museum. Additionally, it presents a model conversation between Daniel and Ben, who talks about his hometown in the UK, encouraging students to discuss similar aspects of their own hometowns.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get information about the different places through Daniel's plan;
2.get basic information about the three main halls of the Palace Museum from the tour guide's introduction by listening;
3.introduce their favourite places in their hometowns to others;
4.explore the deep feelings about their hometowns.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get information about the different places through Daniel's plan. Step 1: Lead in Students engage in a discussion about cities they have visited and a special guest, setting the context for the lesson. Step 2: Pre listening 1.Look and say: Identify and guess the places shown in pictures(Tian'anmen Square, 798 Art Zone, the Summer Palace, the Great Wall, the Palace Museum, siheyuan and hutong, Beihai Park and Lao She Teahouse). 2.Read Daniel's plan for the exchange students in Beijing and answer the questions below. Q1: The exchange students want to enjoy some lake views. Where can they go (To Beihai Park.) Q2: Which of these places do you think is the most interesting Why (I think…Because…) Check if students can interact with teachers actively. Assess their answers to these questions. Check the accuracy of students' answers.
(續表)
Purpose To introduce the topic of exploring different places and prepare students for the listening activity, help them recognise and identify famous landmarks and places of interest in Beijing through visual aids and familiarise them with the places and activities they hear about, making the listening task more accessible and engaging.
2.To get basic infor mation about the three main halls of the Palace Museum from the tour guide's intro duction by listening. 3.To introduce their favourite places in their hometowns to others. 4.To explore the deep feelings about their hometowns. Step 3: While listening 1.Daniel and the exchange students are visiting the Palace Museum. Listen to the tour guide and complete the table below. 2.Complete the table with details. 3.Listen and imitate. Pay attention to pronun ciation and intonation. Step 4: Post listening 1.Read the conversation and answer the questions. Q1: What does Ben recommend Why Q2: What's Ben's favourite place in Brighton Why 　 Q3: What does the view look like 2.Work in pairs and find expressions about the hometown, place and activities. 3.Work in pairs and talk about things to see and do in your hometown. Use the conversation below as a model. 4.Group work: Introduce your favourite place in your hometown. 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 My hometown, my love. Cherish the memories in the hometown. Different hometowns, the same feelings. Feel proud of the hometown. Miss the hometown. Monitor students' listening comprehension and pro vide feedback on their understanding of the listening material. The effectiveness is measured by the extent to which students connect with the material on a personal level.
Step 6: Language points Explanation and practice of useful expressions for describing places and sharing experiences. Step 7: Exercise Students complete exercises that include sentence completion and writing a short passage about their hometowns or favourite places.
Purpose To train students to pay attention to and remember detailed information, such as the height of the halls, the shapes of buildings, and the features of the roofs. To encourage them to reflect on and express their feelings and thoughts about the places, which helps them connect emotionally with the content. To provide an opportunity for them to practise speaking and sharing their ideas, enhancing their oral communication skills.
Homework Required: Write a short passage to introduce your hometown or your favourite place to your classmates. Optional: Draw a picture of doing activities with family members in your hometown and write a brief English introduction.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

第5課時　Integration (D)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text provides a sample article about a student's hometown, Brighton, and asks other students to write articles about their own hometowns based on a provided outline.
Why: The author's intention is to develop students' writing skills by giving them a framework to describe their hometowns and learn from a sample article. This exercise encourages self expression, cultural sharing, and the application of new vocabulary and sentence structures. The use of a model article and organised structure helps students better understand how to create a piece of coherent writing about a specific topic.
How: The text uses a model article to guide students in writing their own pieces, offering useful expressions and the structure including the beginning, main body and ending. It also includes a table for students to fill in information about their own hometowns, helping them organise their thoughts before writing.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about a exchange student's hometown;
2.describe their hometowns;
3.better understand what makes their hometowns special.
Teaching Process　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about a exchange student's hometown. Step 1: Lead in 1.Free talk: (1)Do you love your hometown (2)What does it most attract you 2.Let's read Ben's article about his hometown, Brighton. Step 2: Pre writing 1.Complete the table comparing Ben's hometown, Brighton, with the students' own hometowns. 2.Read Ben's article about his hometown. 3.What does each paragraph write about Title Beginning: basic information Main body: hot/bright spots Ending: feelings The effectiveness is measured by the quality of their completed table and their understanding of the article's structure.
Purpose To engage students in a discussion about their hometowns, sparking interest and personal connection to the topic, and give them a framework for generating vocabulary and ideas related to their hometowns, making the writing process smoother.
2.To describe their hometowns. Step 3: While writing 1.Writing task: Write a passage to introduce your hometown. 2.Provide useful expressions: My hometown is… It is a small/medium/large village/town/city. It is in the north/east/south/west of…
3.To better understand what makes their hometowns special. 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★
Monitor students' writing for organisation, the use of provided expres sions, and personal feelings of their home towns.
Purpose To guide students through the writing process with a clear structure and useful expressions, ensuring their writing is well organised and coherent, and encourage them to share and celebrate the unique aspects of their hometowns, fostering a sense of pride and cultural appreciation.
Homework Required: Finish the task on your task paper. Optional: Talk about your hometown with your friends.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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