• Part of speech: verb

• Pronunciation: /send/

• Verb forms: send – sent – sent

• Meaning: to give or deliver something to someone else, often by mail or message

👩‍🏫 Teacher Script:

“The word send means to give or deliver something to someone. Say it with me: */send/.”
“Jamie said: I sent you a postcard from Australia. That means she mailed it to Zac.”
“Let’s say the verb forms: send – sent – sent. Very useful!”

📘 Example Sentences:

• I send my grandma a card every New Year.

• She sent me a picture yesterday.

🔤 2. postcard

• Part of speech: noun

• Pronunciation: /ˈpoʊst.kɑːrd/

• Meaning: a small card you send in the mail, usually with a picture on one side and a message on the other

👩‍🏫 Teacher Script:

“A postcard is a card you send when you travel. It has a picture and a short message.”
“Jamie sent a postcard from Australia to Zac.”

📘 Example Sentences:

• I bought a postcard from the Eiffel Tower.

• My cousin sent me a postcard from Japan.

🔤 3. jacket

• Part of speech: noun

• Pronunciation: /ˈdʒæk.ɪt/

• Meaning: a short coat that people wear to stay warm

👩‍🏫 Teacher Script:

“A jacket is a piece of clothing we wear when it’s cold. It’s shorter than a coat.”
“In the story, Jamie said: My aunt gave me her heavy jacket.”

📘 Example Sentences:

• I always wear a jacket in winter.

• My jacket is red and very warm.

• Part of speech: verb

• Pronunciation: /breɪk/

• Verb forms: break – broke – broken

• Meaning: to damage something so that it is in pieces

👩‍🏫 Teacher Script:

“Let’s say the word break. It means to damage something — like a cup, a pencil, or even your phone screen!”
“In the story, Kim said: Someone broke my favorite cup.”

📘 Example Sentences:

• Be careful not to break the window.

• I broke my pencil during the test.

🔤 2. leave

• Part of speech: verb

• Pronunciation: /liːv/

• Verb forms: leave – left – left

• Meaning: to go away from a place

👩‍🏫 Teacher Script:

“Now, leave means to go away. If you are in class and the bell rings, you leave the room.”
“In the story, Jamie said: The cup was fine when she left.”

📘 Example Sentences:

• I always leave home at 7:30.

• My friend left school early yesterday.

🔤 3. remember

• Part of speech: verb

• Pronunciation: /rɪˈmem.bər/

• Verb forms: remember – remembered – remembered

• Meaning: to bring something back to your mind

👩‍🏫 Teacher Script:

“The word remember means to think about something you knew before. If you forget something, you want to remember it.”
“Kim said: I don’t remember that at all! — she couldn’t think of it!”

📘 Example Sentences:

• I remember your name now!

• She didn’t remember the homework.

• Part of speech: noun

• Pronunciation: /klʌb/

• Meaning: a group of people who meet to do an activity (like sports, games, music, etc.)

👩‍🏫 Teacher Script:

“Let’s say the word club together. It means a group of people who do the same activity — like basketball club, art club, or video game club.”
“Cody asked: Are you in any school clubs? That’s how we start the conversation!”

📘 Example Sentences:

• I’m in the reading club this year.

• She joined the tennis club after school.

🔤 2. tell

• Part of speech: verb

• Pronunciation: /tel/

• Verb forms: tell – told – told

• Meaning: to say something to someone

👩‍🏫 Teacher Script:

“The word tell means to say something to someone else. We tell stories, tell secrets, tell people news.”
“In the story, Yuki said: Shin told me about it. That means Shin gave her information.”

📘 Example Sentences:

• Can you tell me your name?

• I told my mom about the club.

🔤 3. camera

• Part of speech: noun

• Pronunciation: /ˈkæm.rə/

• Meaning: a device used to take photos or record videos

👩‍🏫 Teacher Script:

“A camera is something we use to take pictures or videos. Yuki said: I just bought an underwater camera.”
“Cameras can be big, small, on your phone, or even underwater!”

📘 Example Sentences:

• She always carries her camera on vacation.

• My phone has a really good camera.

• Part of speech: noun

• Pronunciation: /dʒɒb/

• Meaning: the work a person does to earn money

👩‍🏫 Teacher Script:

“Let’s say job together. A job is the work people do, like teacher, singer, or lawyer.”
“In the dialogue, Yuki said: Being a singer is my dream job.”

📘 Examples:

• My dad’s job is a cook.

• I want a job that makes people happy.

🔤 2. worry

• Part of speech: verb

• Pronunciation: /ˈwɜː.ri/

• Meaning: to feel nervous or afraid

👩‍🏫 Teacher Script:

“Worry means to feel nervous. We worry about tests, shows, or mistakes.”
“In the story, Zac said: Don’t worry. Just keep practicing.”

📘 Examples:

• I worry before big tests.

• She always worries about singing.

🔤 3. idea

• Part of speech: noun

• Pronunciation: /aɪˈdɪə/

• Meaning: a thought, suggestion, or plan

👩‍🏫 Teacher Script:

“An idea is a thought or plan. It can be something funny, smart, or new.”
“Cody said: You can wear a big wig. That’s a good idea!”

📘 Examples:

• Let’s share our ideas for the school play.

• Do you have any ideas for lunch?

• Part of speech: noun

• Pronunciation: /mæp/

• Meaning: a picture that shows streets, places, or countries

👩‍🏫 Teacher Script:

“The word map means a picture of streets or places that helps you find where to go.”
“In the story, Mom said: We don’t have a map. That’s why they got lost.”

📘 Examples:

• We used a map to find the hotel.

• Can I see your map of the city?

🔤 2. block

• Part of speech: noun

• Pronunciation: /blɒk/

• Meaning: the distance between two streets

👩‍🏫 Teacher Script:

“A block is one section of buildings between two streets. In the story, the man says: Go along the street for two blocks.”
“In some cities, one block is about 100 meters!”

📘 Examples:

• Walk two blocks and turn right.

• There’s a cafe three blocks away.

🔤 3. corner

• Part of speech: noun

• Pronunciation: /ˈkɔː.nər/

• Meaning: the point where two streets meet

👩‍🏫 Teacher Script:

“A corner is where two streets meet. Like: ‘There’s a supermarket on the corner.’”
“Can you name a store on the corner near your home?”

📘 Examples:

• There’s a bakery on the corner.

• Turn left at the corner

• Part of speech: noun

• Pronunciation: /peər/

• Meaning: two matching things used together

👩‍🏫 Teacher Script:

“Let’s say pair together. A pair means two things that go together — like shoes, socks, or gloves.”
“In the story, Jamie says: I’ll take two pairs. That means she wants two sets!”

📘 Examples:

• I need a new pair of pants.

• He bought a pair of black shoes.

🔤 2. pay

• Part of speech: verb

• Pronunciation: /peɪ/

• Verb forms: pay – paid – paid

• Meaning: to give money when you buy something

👩‍🏫 Teacher Script:

“The word pay means to give money. At a store, the cashier asks: How would you like to pay?”
“We can pay by cash, card, or mobile phone.”

📘 Examples:

• I paid 100 dollars for lunch.

• Do you want to pay with a card or in cash?

🔤 3. total

• Part of speech: noun

• Pronunciation: /ˈtəʊ.təl/

• Meaning: the final amount of money or number

👩‍🏫 Teacher Script:

“Total means the final number or cost. At the end of shopping, the cashier tells you the total.”
“In the story, the clerk says: The total is NT$510.”

📘 Examples:

• What’s the total for these books?

• The total is 999 NT dollars.

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🛡️ 3. 教練的考場防身術 (議課 Q&A 預測)

❓ 教授提問：「老師，這是一篇『明信片應用文』，但國中生的單字量有限，您如何確保他們真的能學會寫英文地址或書信，而不是只把它當成一般的閱讀測驗看過去？」 💡 你的滿分防身解答：「報告教授，面對這類 Authentic materials（真實語料），我採用的是**『任務導向學習法 (Task-Based Learning)』**。在課本中，有特別安排讓學生利用中華郵政網頁查詢自家地址的英譯。因此，在我的 Post-reading 階段，我不會只讓學生做選擇題，而是會發下真實的空白明信片，要求高成就學生試著寫出完整英文地址與內文，低成就學生則至少要能正確填入信件結尾語（如 Sincerely / Regards） 與收件人。透過實際『產出 (Output)』，才能把閱讀知識轉化為帶得走的真實能力！」

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🛡️ 3. 教練的考場防身術 (議課 Q&A 預測)

❓ 教授提問：「老師，這課的對話同時出現了『過去式天氣』跟『borrow / lend (借入/借出)』，單字量和句型都很龐大，您在 15 分鐘內如何確保低成就學生不會認知超載 (Cognitive overload)？」 💡 你的滿分防身解答：「報告教授，這正是我使用『差異化資訊落差 (Information Gap)』的原因。我不會要求低成就學生一開始就把所有句型吞下去。我將任務『拆解 (Chunking)』：低成就學生只要專注看圖片、產出『天氣的過去式句型』；而將比較複雜的**『borrow/lend 裝備建議』交給高成就學生來做大腦提取**。透過這樣的『異質性分組』與『同儕鷹架』，低成就學生能在沒有壓力的情況下開口，同時也能從高成就同學的口中，自然地『聽』到 borrow 和 lend 的用法，達到雙贏的學習效果！」

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🛡️ 3. 教練的考場防身術 (議課 Q&A 預測)

❓ 教授提問：「老師，這課的文法包含了 before, after, when, because, so，連接詞非常多，您在剛剛的閱讀課中似乎沒有花很多時間講解文法結構，不怕學生看不懂嗎？」 💡 你的滿分防身解答：「報告教授，面對這樣富含連接詞的文本，我採用的是**『文法融入閱讀 (Grammar in Context)』**的策略。這節是閱讀課，我的首要目標是讓學生理解『廣告文宣的擷取』與『句子的邏輯關係 (時間與因果)』。因此在 Group B 的任務中，我請他們找出作者用 'because' 說服讀者的句子。透過文本的語境，學生能先體會這些連接詞的『功能（說服別人加入社團）』。等到了下一節的『文法課』，我才會用歸納法，明確拆解主要子句與副詞子句的結構。這樣才能確保閱讀課不被零碎的文法規則綁架，保持課程的流暢度！」

🎯 目標：用遊戲情境抓住眼球，直接帶出「代名詞指代」的閱讀策略。

• 黑板視覺： 畫一個大大的「遊戲手把」，寫上標題 Video Game Design Club。下方寫上閱讀策略：Reading Strategy: Who are "WE" & "YOU"?

• 🗣️ 試教台詞： "Good morning! Look at the game controller on the board. Do you like playing video games? Thumbs up! But... have you ever thought about DESIGNING one? Today, we have a club ad (廣告). When we read an ad, writers love to use magic pronouns (代名詞) like 'WE' and 'YOU' to pull you in! Today, our reading strategy is to find out who 'We' and 'You' are, and decode their secrets!"

🎯 【中板】：While-reading (異質性 DI 任務：解構廣告誘惑 - 8 分鐘)

🎯 目標：將尋找代名詞與廣告亮點的任務交給學生，完成 Mind Map。

• 黑板視覺： 在中央畫一個 Mind Map (心智圖)。中心寫 Game Club，往外拉出兩大分支：一邊寫 "WE" (Who & What they offer)，另一邊寫 "YOU" (Who & What you get)。

• 任務指派 (混合能力分組)： "Now, let's decode this ad! Let's work in our mixed-ability groups of four."

  • Student 1 & 2 (基礎任務 - 尋找代名詞與事實)： "Student 1 and 2, you are the Pronoun Detectives. Look at the ad. When the ad says 'We have great teachers,' who is 'WE'? And when it says 'You can learn a lot,' who is 'YOU'? Circle them!"

  • Student 3 & 4 (進階任務 - 歸納誘因與連接詞)： "Student 3 and 4, you are the Marketing Experts. Why should 'YOU' join 'WE'? Find the reasons! Hint: Look for the grammar word 'after' and the place 'London'!"

• 巡視與同儕鷹架 (走下台)： "Group 1, Student 1, excellent! You found that 'We' refers to the club, and 'You' refers to the students! Now, Student 3, can you help Student 1 explain the benefits? Ah, 'You can design your own games after you finish the lessons'! Great peer-tutoring!" (走回台上，用黃色粉筆在 Mind Map 填上 Ms. Jobs、design games、London)

👉 【右板】：Post-reading (素養大哉問與媒體識讀 - 4 分鐘)

🎯 目標：利用課文最後一句話，引導學生進行 SEL (負責任的決策)。

• 黑板視覺： 右上角畫上計分板。正中央用紅色粉筆寫下大哉問："Join now or miss out?" ➔ True or False?

• 🗣️ 試教台詞： "Class, you did a great job finding all the good things about this club. But look at the last sentence of the ad. It says, 'Join now or miss out.' (現在加入，否則就錯過了)." (語氣變得神秘、引導思考) "Let's use our critical thinking (批判性思考). Does an ad always tell the truth? If you don't join today, will your life really be terrible? This is a marketing trick (行銷手法) to make you feel anxious (焦慮)! Here is my Big Question: When you see ads on Instagram or TikTok saying 'Buy now or miss out', how do you make a responsible decision (負責任的決策)? Do you just buy it, or do you stop and think?"

• 獨立練習 (You Do / 作業交代)： "Take out your mini-whiteboards. Write down ONE question you should ask yourself before you buy or join something. We will share your smart ideas next class! Class dismissed!"

🎯 目標：把 Dialogue (醜毛衣省錢大作戰) 抓出來連結，用「超低價」製造視覺衝擊。

黑板視覺： 畫一件非常漂亮的 「T-shirt」，旁邊貼上一個巨大且誇張的標價牌："ONLY $100 NTD!"

🗣️ 試教台詞： "Good morning, class! Do you remember Cody and Jamie's ugly Christmas sweater? Cody said, 'Reuse old clothes and save money!' Now, look at the board. A beautiful T-shirt for ONLY 100 NT dollars! Do you want to buy it? Yes, it's so cheap! This is called Fast Fashion (快時尚)

. But wait... It costs us little money, but what does it cost the Earth? Today, we are going to read an article: The Ugly Truth Behind Beautiful Clothes

. Let's find out the truth!"

🎯 【中板】：While-reading (DI 異質性任務：因果關係圖大解密 - 8 分鐘)

🎯 目標：教授 Taking Notes 策略，透過異質性分組拆解「便宜背後的代價」，並帶出轉折語 What's more。

黑板視覺： 在中央畫一個 「天平 (Scale)」或「T字表 (T-Chart)」。 左邊寫：Low Price (低價) / 右邊寫：The Ugly Truth (醜陋真相 - Workers & Environment)。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, let's be Note-takers! Let's find the ugly truth. Work in your mixed-ability groups."

Student 1 & 2 (基礎任務 - 尋找事實與數字)： "Student 1 and 2, you are the Detectives! Scan the text. Why are the clothes so cheap? Find the facts about the 'workers' and the material 'polyester'

!"

Student 3 & 4 (進階任務 - 轉折語推論與因果連結)： "Student 3 and 4, you are the Environmentalists (環保學家)! What happens when we wash polyester clothes? And look for the magic phrase 'What's more'! Does it give us good news or MORE bad news

?"

走動巡視與同儕鷹架 (Peer-tutoring)： "Group 1! Student 1, what did you find about the workers? Yes, they work long hours for only 2.5 NT dollars an hour

! That is so sad. Now, Student 3, what about polyester? 'It goes into the sea and hurts the environment.'

Excellent! And what does 'What's more' mean? Yes, it adds another bad point! Great teamwork!" (走回台上，用紅色粉筆在天平右側寫下：Cheap workers ($2.5/hr) & Polyester (hurts the sea))

👉 【右板】：Post-reading (SDGs 素養反思與 TBLT 倡議任務 - 4 分鐘)

🎯 目標：呼應課本結尾，引導學生進行 SEL (負責任的決策)。

黑板視覺： 右上角畫上 Scoreboard。正中央用黃色粉筆寫下大哉問："Do I NEED it, or do I WANT it?"

🗣️ 試教台詞： "Class, look at our T-chart. Fast fashion doesn't cost us much money, but it hurts the workers and our ocean

. Look at the last sentence in your book. It says, 'Stop for a second and think—do I really need them?'

Here is my Big Question: Next time you see a $100 T-shirt online, how will you make a Responsible Decision (負責任的決策)? Will you buy fewer clothes or wear second-hand clothes

? Discuss in your groups!"

TBLT 作業指派 (The "Second-Hand" Fashion Show / 二手衣時尚秀企劃)： "For homework, we are not buying new clothes! I want you to design a poster for our class's 'Second-Hand Fashion Show' (二手衣時尚秀)! Tell people WHY we should reuse old clothes to save the earth. We will vote for the best poster tomorrow! Class dismissed!"

🎯 目標：用超吸睛的西方文化，自然帶出 "cost" 與 "ugly" 單字。

黑板視覺： 畫一件有著大大的聖誕樹、裝飾得很誇張的**「醜毛衣 (Sweater)」。旁邊畫上一個標價牌：$500 NTD**。

🗣️ 試教台詞： "Good morning, class! Look at the blackboard. Is this a beautiful sweater? No! It's a walking Christmas tree! It's an UGLY Christmas sweater! In Western countries, people love to wear ugly sweaters to Christmas parties. In our dialogue today, Jamie wants to buy one for Kim. But look at the price! How much does it cost? It costs 500 dollars! Is it expensive? Let's find out what Cody says!"

🎯 【中板】：While-communicative (異質性 DI 任務：聖誕驚喜採購站 - 8 分鐘)

🎯 目標：用 Role-play 讓學生在真實情境中產出 "spend, cost, take" 的用法，打破文法死背的魔咒。

黑板視覺： 畫出「聖誕採購與車票 (Christmas Shopping & Tickets)」的任務表。 分成兩區：[Gifts (禮物區)] vs. [Train Tickets (車票區)]。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, Christmas is coming! We need to buy gifts and train tickets. Let's work in our mixed-ability groups."

Student 1 & 2 (基礎任務 - 扮演顧客問價錢/問時間)： "Student 1 and 2, you are the Shoppers! Use your task cards and ask your partners. Say: 'How much does the sweater COST?' or 'How long does the train TAKE?'"

Student 3 & 4 (進階任務 - 扮演店員/售票員回覆並給建議)： "Student 3 and 4, you are the Clerks! Look at your price list and timetable. Answer them! Say: 'It COSTS 500 dollars.' or 'It TAKES two hours.' But wait! If it is too expensive, use the word 'spend' to give advice! Say: 'Don't SPEND too much money!'"

巡視與同儕鷹架 (走下台)： "Group 1, let me hear you! Shopper (Student 1), ask your question! 'How much does it cost?' Great! Clerk (Student 3), answer him! 'It costs 1,000 dollars.' Whoa, that's expensive! Student 3, can you give him Cody's advice? 'Don't spend that much money!' Excellent peer-tutoring! Student 3, help Student 1 notice that 'spend' goes with 'people'." (走回台上，用紅色粉筆在黑板上寫下公式小抄：It costs $ / It takes time / You spend $)

👉 【右板】：Post-communicative (SEL 理財觀念與批判思考 - 4 分鐘)

🎯 目標：利用 Cody 勸 Jamie 不要浪費錢的文本細節，引導 SEL 負責任的決策 (Financial Literacy)。

黑板視覺： 右上角畫上 Scoreboard。正中央用黃色粉筆寫下大哉問："Should we BUY or REUSE (重複使用)?"

🗣️ 試教台詞： "Awesome job, everyone! You are all great shoppers and clerks. Now, put down your books. Let's think about Cody. Did Cody want Jamie to buy the $500 sweater? No! He said, 'I have a funny sweater at home. You can save some money.' Here is my Big Question: For a one-night party, should you spend a lot of money to BUY a new sweater, or should you REUSE old clothes to save money and save the earth? This is about Responsible Decision-Making (負責任的決策). Discuss in your groups!"

TBLT 作業交代 (The DIY Ugly Sweater Challenge)： "For your homework, we are going to have our own Ugly Christmas Sweater Party! I want you to find an OLD shirt at home, design it, and write a price tag (標價牌) in English showing how much money you SAVED. We will vote for the best DIY sweater tomorrow! Class dismissed!"

🎯 目標：用懸疑感抓住學生注意力，帶出核心句型。

黑板視覺： 畫一個**「破掉的杯子 (Broken Cup)」，旁邊畫一隻無辜的「小狗 (Dog)」，並畫一個大大的「監視器 (Monitor)」**

。

🗣️ 試教台詞： "Good morning, class! Look at the board. Oh no! Kim's favorite cup is broken

! She thought her dog, Lucky, did it. But was it really Lucky? Let's check the dog monitor

! To find the truth, we all need to be Detectives (偵探) today. We need to ask the magic question: 'What WERE you DOING at 1:15?' Let's find the cup breaker!"

🎯 【中板】：While-communicative (異質性 DI 任務：不在場證明大考驗 - 8 分鐘)

🎯 目標：透過 Information Gap (資訊落差)，讓學生大量產出過去進行式與家事單字。

黑板視覺： 畫出「不在場證明 (Alibi)」的調查表格。 左欄：Suspects (嫌疑犯) / 中欄：Time (時間) / 右欄：Action (動作：was/were + V-ing)。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, let's play the Alibi Game (不在場證明遊戲)! We will work in our mixed-ability groups of four."

Student 1 & 2 (基礎任務 - 扮演嫌疑犯給線索)： "Student 1 and 2, you are the Suspects (嫌疑犯). Look at the chore cards in your hands. When the detectives ask you, use the past progressive tense! Say: 'I WAS wiping the windows' or 'I WAS taking out the trash'

!"

Student 3 & 4 (進階任務 - 扮演偵探詰問並記錄時間)： "Student 3 and 4, you are the Detectives. You must ask: 'What WERE you DOING at a quarter after one?'

Listen carefully and write down their actions on your whiteboard!"

巡視與同儕鷹架 (走下台)： "Group 1, let's hear it! Detective (Student 3), ask your question! 'What were you doing?' Great! Suspect (Student 1), look at your card... yes, 'I was feeding the pets.'

Student 3, please help Student 1 spell 'feeding'. Excellent peer-tutoring!" (走回台上，用黃色粉筆在表格填上 Mom / 12:30 / doing the dishes)

👉 【右板】：Post-communicative (SEL 社會覺察與人際關係 - 4 分鐘)

🎯 目標：利用 Kim 亂怪罪別人的劇情，引導學生進行品格與情緒反思。

黑板視覺： 右上角畫上 Scoreboard。正中央用紅色粉筆寫下大哉問："Should we BLAME (怪罪) others before we know the truth?"

🗣️ 試教台詞： "Awesome job, Detectives! We found out the truth. Kim broke the cup herself because she was sleepwalking (夢遊)

! But class, think about this. Before Kim watched the video, she blamed the dog

, she blamed her Mom, and she blamed Jamie

! Here is my Big Question: How do you think Mom and Jamie felt when Kim pointed fingers at them? Should we blame others before we know the truth? This is about Relationship Skills (人際關係技巧). Discuss with your group. Remember, always find the facts first before you get angry!"

TBLT 作業交代： "For homework, I want you to be a reporter. Write a short news report about 'The Case of the Broken Cup' using the past progressive tense. Class dismissed!"

🎯 目標：用 Dialogue 的舊經驗無縫接軌，製造懸念與好奇心。

黑板視覺： 畫一個正在睡覺的人 (可以標示是 Kim)，頭上畫一個大大的**「夢境泡泡 (Dream Bubble)」**。

🗣️ 試教台詞： "Good morning, class! Do you remember Kim from our last lesson? She broke her cup because she was sleepwalking! But wait... what was her brain doing when she was sleeping? It was DREAMING! Have you ever had a scary dream? Today, we are going to read a 'Dream Dictionary' (解夢字典). We will learn how to use Context Clues (上下文線索) to find out what our dreams are telling us!"

🎯 【中板】：While-reading (We Do 異質性 DI 任務與對應表格 - 8 分鐘)

🎯 目標：將閱讀內容化為「心理測驗」，完成黑板的配對圖表。

黑板視覺： 在中央畫一個 「解夢配對表 (Match Table)」。 左邊寫 The Dream (夢境)，右邊寫 The Meaning (心理意義)。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, let's be Dream Doctors! Let's work in our mixed-ability groups."

Student 1 & 2 (基礎任務 - 尋找夢境事實)： "Student 1 and 2, you are the Dream Catchers. Scan the reading. What are the three common dreams? Find them and circle them!"

Student 3 & 4 (進階任務 - 推論與心理暗示)： "Student 3 and 4, you are the Psychologists (心理學家). If I dream about 'losing teeth', what does it mean? Look for the magic word 'Maybe' to find the reasons! Tell your group!"

走動巡視與同儕鷹架 (Peer-tutoring)： "Group 1! Student 1, great job! You found the dream about 'falling'

. Now, Student 3, what does 'falling' mean? Ah, it means 'you are trying to control something, but you can't'

! Excellent! Student 3, please help Student 1 practice the word 'control'." (走回台上，用不同顏色的粉筆將 losing teeth ➔ nervous, falling ➔ trying to control 填入表格中)

👉 【右板】：Post-reading (You Do 素養反思與 SEL 自我覺察 - 4 分鐘)

🎯 目標：將夢境解析昇華為「面對真實生活壓力」的具體行動。

黑板視覺： 右上角畫上 Scoreboard。正中央用紅色粉筆寫下大哉問："How do you deal with your STRESS (壓力)?"

🗣️ 試教台詞： "Class, look at our board. Losing teeth means you are nervous; falling means you can't control things.

Dreams are like a mirror (鏡子). They show our real-life STRESS (壓力). Here is my Big Question: When you feel nervous about your tests or friends, what should you do? Do you just have bad dreams every night? Or do you talk to your teachers and parents? This is about Self-Awareness (自我覺察). Discuss in your groups!"

TBLT 作業指派 (The Dream Journal / 夢境日記)： "For your homework, I want you to be your own Dream Doctor! Write a 'Dream Journal' for tonight. Use the past progressive tense to describe what you WERE DOING in your dream, and tell me how you feel. We will share tomorrow. Class dismissed!"

🎯 目標：用時下最夯的 YouTuber 抓住眼球，並用圖像化解鎖超難片語。

黑板視覺： 畫一個大大的**「YouTube 播放鍵」與一支「麥克風 (Microphone)」。在旁邊畫一個「肚子裡面有很多蝴蝶飛舞的人」**。

🗣️ 試教台詞： "Good morning, class! Look at the YouTube logo on the board. How many of you want to be a YouTuber in the future? Hands up! In our dialogue today, Zac enjoys making videos

. But Yuki wants to be a singer. However, when she sings in front of people, she 'gets butterflies in her stomach'!

(指著蝴蝶圖) Does she really eat butterflies? No! It means she is very, very NERVOUS! Today, let's talk about our dream jobs and how to overcome our fears!"

🎯 【中板】：While-communicative (異質性 DI 任務：未來職業訪談 - 8 分鐘)

🎯 目標：透過 Role-play 角色扮演，讓學生在不知不覺中練熟 enjoy/plan/keep 後面的動詞變化。

黑板視覺： 畫出「Career Interview (職業訪談表)」。 左邊：Dream Job / 中間：Action (enjoy/plan) / 右邊：Advice (keep...)。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, let's hold a Career Fair (就業博覽會)! Let's work in our mixed-ability groups."

Student 1 & 2 (基礎任務 - 扮演求職者產出句型)： "Student 1 and 2, you are the Dreamers. Look at your job cards. Tell the interviewers your plan using our grammar! Say: 'I enjoy playing games. I plan to be an e-sports player!'"

Student 3 & 4 (進階任務 - 扮演面試官給建議與鷹架)： "Student 3 and 4, you are the Interviewers. You must write down their plans. If they are nervous, give them advice! Say: 'Don't worry, just keep practicing!'"

巡視與同儕鷹架 (走下台)： "Group 1, let's hear it! Dreamer (Student 1), what is your plan? 'I enjoy... make videos. I hope to be a YouTuber.' Ah, wait! Interviewer (Student 3), can you help Student 1? What is the rule for 'enjoy'? Yes, enjoy makING! Student 1, try again! Excellent peer learning!" (走回台上，用紅色粉筆在表格刻意把 enjoy 圈起來，後面加上 V-ing)

👉 【右板】：Post-communicative (SEL 自我管理與抗壓 - 4 分鐘)

🎯 目標：利用 Yuki 上台會緊張的細節，引導學生探討如何面對壓力 (Self-Management)。

黑板視覺： 右上角畫上 Scoreboard。正中央用黃色粉筆寫下大哉問："How do you deal with your BUTTERFLIES?"

🗣️ 試教台詞： "Awesome interviews, everyone! Now, put down your books. Let's talk about our feelings. Yuki wants to be a singer, but she gets butterflies in her stomach. Cody tells her to wear a big wig (戴大假髮) so she can't see people

! That's funny. But here is my Big Question: In your real life, when you have a big test or a speech, how do YOU deal with your butterflies? Do you take a deep breath? Do you drink water? This is about Self-Management (自我管理). Discuss in your groups!"

TBLT 作業交代 (The Dream Job Action Plan)： "For homework, I want you to write a 'Dream Job Action Plan' (夢想行動計畫). Write down ONE job you hope to do, and ONE thing you will 'KEEP DOING' every day to reach your goal. Class dismissed!"

🎯 目標：把 Dialogue 的 Yuki 抓出來跟 IU 做對比，直接帶出「成功要素」的單字。

黑板視覺： 畫一支**「麥克風 (Microphone)」**，寫上大標題：IU's Success Story。旁邊寫下兩個單字：Talent (天賦) vs. Determination (決心)。

🗣️ 試教台詞： "Good morning, class! Do you remember Yuki from our dialogue? She wants to be a singer, but she gets butterflies in her stomach. Today, we are going to read about a REAL singer who also started young—IU!

But class, let me ask you: What does it take to be successful?

Is it just luck? Is it just talent? Or is it determination (決心)? Let's read IU's story and find out her secret to success!"

🎯 【中板】：While-reading (DI 異質性分組任務：時間軸大解密 - 8 分鐘)

🎯 目標：教導「依時間順序擷取訊息」的閱讀策略，在黑板畫出巨大的 Timeline。

黑板視覺： 畫一條橫跨中板的長長**「時間軸 (Timeline)」**，上面畫出四個停靠站 (dots)，因為課本要求找出 "four time periods"

。

任務指派 (Mixed-ability Grouping)： "Now, let's be Time Travelers! We are going to build a Timeline of IU's life. Let's work in our mixed-ability groups."

Student 1 & 2 (基礎任務 - 尋找時間點)： "Student 1 and 2, you are the Time Keepers! Scan the text. The writer mentioned four time periods

. Find the time clues! Hint: Look for words like 'junior high' or 'seventh grade'

."

Student 3 & 4 (進階任務 - 歸納行動與挫折)： "Student 3 and 4, you are the Biographers (傳記作家). What happened to IU during those times? Did she succeed right away, or did she fail? Find her actions and tell your group!"

巡視與同儕鷹架 (Peer-tutoring)： "Group 1! Student 1, excellent scanning! You found her starting point: 'junior high school' and 'the seventh grade'

. Now, Student 3, what did she do in the 7th grade? Ah, 'she sang on stage'

! Student 3, can you help Student 1 practice the past tense 'sang'? Great teamwork!" (走回台上，用白色粉筆寫下時間點，用黃色/粉色粉筆寫下 IU 對應的行動與挫折)

👉 【右板】：Post-reading (素養大哉問與 SEL 成長型思維 - 4 分鐘)

🎯 目標：將 IU 的故事昇華為學生的自我激勵 (Self-Management / Grit)。

黑板視覺： 右上角畫上 Scoreboard。正中央用紅色粉筆寫下大哉問："Talent vs. Determination: Which is your superpower?"

🗣️ 試教台詞： "Class, look at IU's timeline. She failed many auditions (試鏡), but she didn't stop. She kept practicing! So, back to my first question: Did IU succeed just because of luck or looks? No! It was her hard work and passion

! Here is my Big Question for you: When YOU face a difficult math test or lose a basketball game, do you say 'I have no talent', or do you say 'I will use my determination'? This is about having a Growth Mindset (成長型思維). Discuss in your groups!"

TBLT 作業指派 (My Future Timeline)： "For homework, I don't want you to write a worksheet. I want you to draw YOUR OWN TIMELINE for the next 5 years! Write down your dream job, and write down the 'hard work' you need to do at each time period. We will share your dreams tomorrow!"

🎯 目標：一上台就帶出跨文化知識，並拋出「迷路」的懸念。

黑板視覺： 畫一個大大的**「倫敦地鐵標誌」(紅色圓圈中間一條藍色橫槓，寫上 UNDERGROUND)，旁邊畫一個拿著地圖、頭上冒問號的「迷路遊客」**。

🗣️ 試教台詞： "Good morning, class! Look at the red and blue sign on the board. Do you know what this is? It's the MRT in London! But British people don't call it MRT, they call it 'the Tube'! In our dialogue today, Yuki's family took the Tube to Green Park Station. But oh no... they got lost on Piccadilly Road! They need to find 'The May Fair Hotel'. Let's help them out!"

🎯 【中板】：While-communicative (異質性 DI 任務：倫敦街頭大迷宮 - 8 分鐘)

🎯 目標：用黑板畫出「巨型街道圖」，讓學生進行有資訊落差的 Role-play。

黑板視覺： 在黑板中央畫出超具視覺震撼的 「十字路口街道圖 (Street Map)」。標示出 Piccadilly Rd.、Berkeley St.，並畫上一間 Supermarket 和一間 Hotel

。

任務指派 (Mixed-ability Grouping 混合能力分組)： "Now, we are going to play the 'London Street Game'! Let's work in our mixed-ability groups of four."

Student 1 & 2 (基礎任務 - 扮演迷路遊客)： "Student 1 and 2, you are the Lost Tourists. You are cold and tired. Use your polite voice and ask: 'Excuse me. How do I get to the hotel?'"

Student 3 & 4 (進階任務 - 扮演倫敦在地人指路)： "Student 3 and 4, you are the friendly London Locals. Look at the map on the board! Give them directions using imperative verbs (祈使句). Say: 'Go straight... Turn left... It's across from the supermarket!'"

巡視與同儕鷹架 (走下台)： "Group 1, let me hear you! Tourist (Student 1), ask your question! 'Excuse me, how... go to the hotel?' Good, but try 'how do I get to'. Now, Local (Student 3), show him the way! 'Go straight for two blocks.' Excellent! Student 3, please help Student 1 point at the map. Great peer-tutoring!" (走回台上，用紅色粉筆在黑板地圖上畫出一條「虛線箭頭」，從起點一路彎向 Hotel)

👉 【右板】：Post-communicative (SEL 危機處理與自我管理 - 4 分鐘)

🎯 目標：從 Yuki 家迷路的文本情境，引導學生思考真實生活中的「危機解決能力」。

黑板視覺： 右上角畫上 Scoreboard。正中央用黃色粉筆寫下大哉問："What should YOU do when you are LOST?"

🗣️ 試教台詞： "Fantastic role-play, everyone! You all gave clear directions. Now, put down your books. Yuki's family got lost, but they bravely asked a stranger for help. Here is my Big Question: In your real life, if YOU get lost in a new city and your phone is dead (手機沒電), what should you do? Do you just stand there and cry? Or do you find a police officer or go to a convenience store to ask politely? This is about Problem Solving (解決問題能力). Discuss in your groups!"

TBLT 作業交代 (The Secret Treasure Map / 祕密尋寶圖)： "For homework, I want you to be a Map Designer! Draw a 'Secret Treasure Map' from your house to your favorite breakfast shop. Write down three directions (e.g., turn left, go straight) in English. We will trade maps and find the treasure tomorrow! Class dismissed!"

🎯 目標：把 Dialogue 的迷路情境翻轉，並帶出今天的「魔法轉折語」。

黑板視覺： 畫一個**「大笨鐘 (Big Ben)」，旁邊畫一本打開的「日記本 (Diary)」**。

🗣️ 試教台詞： "Good morning, class! Yesterday, Yuki's family got lost in London. Did they cry? No! Today, they are having a lot of fun! Look at the diary on the board. When you tell a travel story, do you just say, 'We went to the park and we went to the clock and we ate food'? No! That's boring! Today, we are going to read Yuki's travel journal

. We will learn four Magic Words to make our story smooth and clear. Let's become Time Travelers!"

🎯 【中板】：While-reading (異質性 DI 任務：倫敦一日遊時間軸 - 8 分鐘)

🎯 目標：用黑板畫出「流程圖 (Flowchart)」，讓高低成就學生合作拆解文章的時間序。

黑板視覺： 在中央畫出四個相連的**「大箭頭流程圖 (Flowchart)」**。 每個箭頭上方留空寫轉折語，框框內寫景點與動作。

任務指派 (Mixed-ability Grouping)： "Now, let's decode Yuki's journal! Let's work in our mixed-ability groups."

Student 1 & 2 (基礎任務 - 尋找景點與事實)： "Student 1 and 2, you are the Tour Guides (導遊)! Scan the reading. Where did Yuki's family go today? Find the four famous places! (Hint: Look for Hyde Park and Big Ben!)"

Student 3 & 4 (進階任務 - 抓出轉折語與細節)： "Student 3 and 4, you are the Writers! How did Yuki connect these places? Find the four magic sequence words (順序轉折語) in the text! Also, tell your group what they did there!"

走動巡視與同儕鷹架 (Peer-tutoring)： "Group 1! Student 1, excellent! You found the first place: Hyde Park! Now, Student 3, what is the magic word before Hyde Park? Ah, 'First'! And what did they do? They went bird watching.

Student 3, please help Student 1 write 'First' and 'Hyde Park' on your whiteboard. Great teamwork!" (走回台上，用黃色粉筆在四個箭頭上方大寫：First ➔ Then ➔ After that ➔ Finally，並用白色粉筆在框框填入景點與動作)

👉 【右板】：Post-reading (素養大哉問與 TBLT 企劃任務 - 4 分鐘)

🎯 目標：將課文內容延伸至真實生活，完美呼應課本的 "Think and share"

。

黑板視覺： 右上角畫上 Scoreboard。正中央用紅色粉筆寫下："What makes a WONDERFUL trip?"

🗣️ 試教台詞： "Class, look at our flowchart. Yuki wrote, 'What a wonderful day!' at the end

. Here is my Big Question: What makes a trip wonderful? Is it spending a lot of money? Or is it having a good PLAN and spending time with your family? This is about Time Management (時間管理) and Appreciation (感恩). Discuss in your groups!"

TBLT 作業指派 (The Perfect 1-Day Itinerary / 完美一日遊企劃)： "Put down your books. For homework, I want YOU to be the Tour Guide for our next class trip! Choose your favorite city in Taiwan

. Write a 1-day travel plan using our four magic words: First, Then, After that, Finally. Tell me where we will go and what we will do! We will vote for the best plan tomorrow!"