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Lesson 1 – Benny has never used a dictionary.
Step Procedures Reading
s
1 Activity: 1. 發給 Ss 每人一張白紙，並播放 CD 請 Ss 仔細聽並在白紙上做筆記。
Note-taking 請 Ss 在做筆記時，只要寫下 key words (or key sentences)即可。
2. 將 Ss 分組 （4 或 5 人一組），依上課的人數而訂。
3. T 請 Ss 互相分享筆記內容並討論是否可由寫下的 key words 推敲文章
的大意。
4. 任意請幾組 Ss 詴圖講出大意。
2 Reading time T 再次播放 CD 請 Ss 跟著念短文。
3 Comprehension T 事先準備好 comprehension questions 並問 Ss 看他們是否理解短文。
check Suggested questions:
1. What can you learn from a dictionary?
2. Who gave Benny a dictionary?
3. Did Gwendolyn think that it is easy to use a dictionary?
4. What is the definition of the word “librarian”?
5. How do we find the word “librarian” by using a dictionary?
Step Procedures Vocabulary
s
1 介紹本課生字及 1. T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss 的
字義 發音是否正確。
2. T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。如
此反覆練習 QA 多次。待 Ss 熟悉後再進行遊戲。
3 Activity: Do a 1. T 將單字字卡放在地上並將字義寫或是做成字卡貼在白板上。
match! 2. 將 Ss 分成兩隊，每組輪流派出一個人參加比賽。
3. T 念生字，Ss 要從地上找出該字並 Match 到白板上的字義。
4. 動作快且正確的人可得一分
小提醒
老師在帶競賽式遊戲或是活動的時候，不要忘了遊戲的目的是要讓孩子從
中練習英文，所以在學生出來比賽後，老師一定要請全班再念一次練習的
。 ，
句型或單字 尤其注意到表現較不好的小朋友 要給他們更多的機會練習。
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss 將
例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Step Procedures Boost up on Grammar: Verb forms
s
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1 介紹動詞三態 T 介紹 p. 5 的動詞三態表
2 講解過去分詞 1. 一般動詞的過去分詞可以被直接拿來當形容詞使用，而直接拿來當形
Vpp 的概念 容詞使用時，過去分詞有「被動」的意思。
例 1：Edison is fixing the broken bicycle.
(Edison 正在修理那部壞掉的腳踏車。)
例 2：We don’t like melted ice cream. (我們不喜歡融化了的冰淇淋。)
2. 很多過去分詞是以 ed 結尾的，例如: delayed, 但也有很多過去分詞不
規則的，T 要特別請 Ss 注意此種不規則的 Vpp，並請 Ss 背起來。
3 練習 Practice:
T 可先準備好如下的講義讓 Ss 練習。
Base Form of the Past Participle
Past Tense
Verb (Vpp)
answer __________________ __________________
break __________________ __________________
chat __________________ __________________
drink __________________ __________________
miss __________________ __________________
run __________________ __________________
sleep __________________ __________________
swim __________________ __________________
write __________________ __________________
work __________________ __________________
待 Ss 練習完之後可讓 Ss 互相交換改，並再提醒 Ss 容易出錯的地方。
Step Procedures Boost up on Grammar: Present perfect tense
s
1 介紹現在完成式 T 可在白板上畫出下列圖示表示現在完成式
基本概念
現在完成式
-------------x---------------------------------O------------------------------------------------
now
利用上圖來表現現在完成式的基本概念描述「從過去到現在一個
持續的動作或狀態」。
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2 講解肯定句/否 T 將這三句型寫在白板上，並各寫一例句，帶 Ss 唸過例句並講解此
定句/疑問句 三種句型有何不同 （請注意在否定句及疑問句裡 not 的位置）
3 轉換肯定句/否 ， 。
T 秀出肯定句 請 Ss 轉換成否定句或是疑問句 T 可帶領 Ss 做口頭練習。
定句/疑問句 若有時間可讓 Ss 寫出來。
4 Activity: 1. T 將 Ss 分成兩組，請兩組排隊站在白板前，T 可秀出現在完成式的肯
Writing relay 。
定句且要求 Ss 改成疑問句 則 Ss 要一一輪流（一個人只能寫一個字）
將正確的句子寫在白板上。寫完後全組大聲說出該句子。
2. 動作快且句子正確的隊伍為贏。
Step Procedures Sentence structure
s
1 介紹本課句型 T 介紹課本上三種句型。由於現在完成式的句型已於之前詳述過，T 可以
大致複習並將重點放在第二跟第三的句型。
2 練習 First,… T 先請 Ss 找出在課文中有此句型的句子並念出來。T 可請 Ss 詴著用此句
Second,…Third, 型說出如何從教室到 office，或是如何從教室到洗手間等等。
3 練習第三個句型 subject + said that + clause / subject + told someone that +
Activity: clause
Making say 的意思為「說」，後面通常接所說的話或由 that 所引導的子句。
sentences 例 1：She said good-bye to me last night. (她昨晚跟我說再見。)
例 2：I said, “I am so tired.” (我說：「我好累。」)
例 3：The students said that they could do it by themselves.
(學生們說他們可以自己完成。)
tell 的意思為「告訴」
，後面通常會接「人」，再接所要告訴的事情。
其用法如下：
something
S + tell + 人 + about something
that + 子句
例 1：I will tell you my phone number. (我會告訴你我的電話號碼。)
：
例 2 No one told me about the news. (沒有人告訴我有關這消息的事 )。
例 3：Benny told me that he looks like his father.
(Benny 告訴我他看起來像他爸爸。)
Activity: Making sentences
1. T 請 Ss 唸出課本上的句子並請 Ss 三或四人一組，利用此句型造句。
2. 造完句後請 Ss 唸出句子，並與全班一起討論這些句子是否正確。
T 讓 Ss 做下列的練習
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Lesson 2 – The train was delayed.
Unscramble the sentence.
Steps Procedures Reading
1) She / me / a / told / . / story
1 Make 請 Ss 看課本上的課文 heading “The train was delayed”。問問 Ss 是否
______________________________________
predictions 可猜猜這篇文章跟什麼有關連
2) said / was / that / he / He / . / sick
(Possible answers: train / train station / delayed / timetable /
______________________________________
being . / will
3) the / I /late) / you / tell / story
2 Activity: Wall 1. 將 Ss 分成 4 人一組。將本課課文影印下來 (看有幾組就影印幾張)，
______________________________________
dictation 4) She並將課文影印頁放在教室裡各角落。
/ about / the news / me / told / .
2. T 將組裡的 4 人，一人分配一個號碼。No. 1 student is the writer. No.
______________________________________
told / and 4 / Teacher /
5) us /2， 3 shouldare readers.. / we / study / that
3. Instructions: “You are going to read some English. The English
______________________________________
4 workbook workbook lesson 1 the wall. One person in your group will 題，
T 帶過 paragraphs* are on裡的每一題型，且每一題型可帶做 1～2 get up
其餘的讓學生當回家作業。
and read some English. You can read three words if you want. Go
back to your group and say what you read. When the T says
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“Change” you must stop. Now a new person gets up and reads the
paragraph. The new person must continue reading from where the
other person stopped.”
Repeat in Chinese. T demos.
Remember: Ask questions! Write the following sentences on the w/b.
“How do you spell that?”
“Can you say that again?”
“Only one person in your group can move!”
4. 活動結束後，請 Ss 唸出該組寫下的句子。
3 Reading Time T 帶 Ss 念過課文。並確定 Ss 的發音正確。
4 Comprehension T 事先準備好 comprehension questions 並問 Ss 看他們是否理解短
check 文。
Suggested questions:
How long was the train delayed?
Where did Benny， Edison and Gwendolyn plan to go?
How many round-trip tickets did they buy?
Where do we buy tickets at the train station?
What did Benny do after he found the train would be delayed?
Steps Procedures Vocabulary
1 介紹本課生字及 1. T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss 的
字義 發音是否正確。
2. T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。
如此反覆練習 QA 多次。待 Ss 熟悉後再進行遊戲。
3 Activity: 1. T 將本課生字拆解成一個個字母，並將所有字母都混和在一起。
Chopsticks 2. T 秀出課本上的例句，Ss 要用筷子將正確的字母拼成符合空格內的
Relay 字。
3. 可讓 S 分兩組比賽並發給各組一雙筷子，請學生要一人夾一個字
母，用接力的方式將答案拼出。
e.g. T shows “ The man took a ___________ on the bench.” 學生
輪流將 n-a-p 夾起來並拼湊成字。
4. 請 Ss 將字拼湊出來後整組唸出句子，快且正確的組別為贏家。
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss 將
例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: Passive voice
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1 給 Ss 主動式及 1. T 將下列句子寫在白板上：
被動式的句子 Jane broke the vase. ---------- 1
The vase was broken by Jane. ----------- 2
2. T 問學生 1 跟 2 的句子有什麼不一樣，引導學生看 Jane， the vase
的位置，broke and broken 的不一樣。
3. 再次提醒 Ss 主動式與被動式的不一樣。
Active voice:
執行動作者 (Mike) + 動作 (drives) + 被執行動作者 (the car)
Passive voice:
被執行動作者 + be-verb + Vpp + by + 執行動作者
(主格) (受格)
Reminder:
當我們重點在動作，而不是人，我們使用被動不加上“由某人、受某人”
e.g. The newspaper is delivered by the boy. ( We are not very
interested in who delivers the newspaper, so we don’t write
“by the boy”.)
例：報紙由小男孩（被）送到了（我們對於是誰送報紙沒有興趣，
所以我們不寫“由小男孩”）
e.g. Paper is made from trees by the workers. ( We just want
to know what paper is made from， so the workers are not
very important.)
例：紙張是由工人們從樹木（被）製造出來。（我們只想知道紙張
是從什麼被製造出來的，所以工人們不是非常重要。）
2 Passive 介紹 passive statement (positive and negative)，引導 Ss 如何轉換成
statement 與 question
Passive 1) 將 be verb 放在句首
question 2) 注意 not 的位置不動 (皆在主詞後面)
多帶一些例句讓 Ss 練習，可以讓 Ss 將答案寫在白板上:
1) The letter was written by Daisy.
2) The job will be done very soon.
3) The school was built many years ago.
4) The cake will be baked.
5) Wrinkle is loved by everyone.
3 Passive 介紹 passive statement with modal verb (positive and negative)，引導
Statement with Ss 如何轉換成 question
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Modal Verb 與 1) 將 modal verb 放在句首
Passive 2) 注意 not 的位置不動 (皆在主詞後面)
question with 多帶一些例句讓 Ss 練習
modal verb 1) The seat can not be taken.
2) This toy car can be sold at the yard sale.
3) The picture will not be showed tomorrow.
4) Claire has been told about the rumor.
Reminder:
在否定被動問句，我們也可以用“Isn’t…”， “Wasn’t…”， “Won’t…”來開
始句子。例如：
1. Is the seat not taken? = Isn’t the seat taken?
2. Was the cake not baked in the oven? = Wasn’t the cake
baked in the oven?
Will the pizza not be delivered to your house?
3.
= Won’t the pizza be delivered to your house?
4 問句及直述句的 1. T 準備兩套字卡 (各套字卡裡有: is / was / can / will / has / the seat /
互換 the cake / the letter / taken / baked / written / in Chinese / in the oven /
Activity: Make not * 3
sentences 2. 將學生分成兩組，並發給各組一套字卡。
3. 請 Ss 用字卡造出正確的句子。
4. T 可限定時間，在短時間內有最多正確的句子之組別為贏家。
5. T 不要忘了要跟全班一起 go through 各組的句子， 並適時的糾正錯
誤。
Steps Procedures Sentence structure
1 介紹本課句型 再次複習被動式的觀念
2 介紹 adj. + 帶 Ss 唸過課本上的例句
enough (Variation: 老師可故意不寫出形容詞，讓 Ss 依照句意，思考可以放進
哪些適合的形容詞)
The vacation is long enough for me to go to Europe.
假期對我要去歐洲來說夠長。
This dish is big enough for us to share.
這盤菜夠大到能讓我們分著吃。
This answer is good enough for you to pass the test.
這個答案夠好到能讓你通過考詴。
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Steps Procedures Reading
Edison is tall enough to get the book from the bookshelf.
1 Warm up (QA) 請 Ss 看課本上的課文 heading “I don’t like melted ice cream.”。問問
Edison 夠高能從書櫃上拿到書。
Ss
Gwendolyn is melted ice cream? Why?
1. Do you likesmart enough to buy a round-trip ticket by herself.
Gwendolyn 夠聰明能自己買來回票。
2. What flavor of ice cream do you like?
3. Where can we buy ice cream?
T 盡量 elicit Ss 的回答， 鼓勵 Ss 多發言。
Benny is strong enough to carry all the books by himself.
2 Activity: 1. 將 Ss 分成 3 人一組並 assign numbers to Ss。
Benny 夠強壯能自己拿所有的書。
3 Jigsaw
Workbook T 將課文影印並依照段落剪成三份。
2. 帶過 workbook lesson 2 裡的每一題型，且每一題型可帶做 1～2 題，
Reading 3. 將課文的 first paragraph 給 Student No. 1， second paragraph 給
其餘的讓學生當回家作業。
student No. 2，依此類推。
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4. 請 Ss 唸手上拿到的段落，念完後，與你的 team mate 討論哪一段應
為第一段並將段落的正確順序排出來，並請 Ss 討論本文的大意應為何。
5. T 問各組看哪一組可以講出最完整的大意。
3 Reading Time T 帶 Ss 念過課文。並確定 Ss 的發音正確。
4 Comprehension T 事先準備好 comprehension questions 並問 Ss 看他們是否理解短
check 文。
Suggested questions:
Who forgot to put the ice cream in the freezer?
When did Lucy move to the town?
Why are they having a party?
What did Benny bring to the party?
What did Edison bring to the party?
Steps Procedures Vocabulary
1 介紹本課生字及 1. T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss 的
字義 發音是否正確。
2. T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。
如此反覆練習多次。待 Ss 熟悉後才進行遊戲。
3 Activity: 1. T 將 Ss 分成兩組， 每組一人輪流出來比賽， 請兩位學生背對著白
Board Racing 板
2. T 念課本裡的某一單字字義， Ss 要轉身在白板上寫下生字
3. 寫的快且正確者可得分
4. Ss 寫完後， T 要 check Ss 的答案， 並詴著請 Ss 用白板上的生字
另行造句
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss 將
例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: Vpp as adjectives
1 讓 Ss 知道一般 What is a participle:
動詞的分詞有哪 A participle is a verbal used as an adjective. A verbal is a word that
兩種 is changed from a verb， so it is a form of the verb.
過去分詞是一個準動詞被當作形容詞使用。準動詞是動詞轉變來的，所
以它是動詞的一種型式。
一般動詞的分詞有兩種：
現在分詞 (present participle；Ving)---crying、running、swimming
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等。
一※ A Ving as an adjective has an active sense.
現在分詞當作形容詞有主動語感。
a sleeping dog 一隻睡覺的狗
The dog is sleeping. 狗正在睡覺。
a dancing girl 一個跳舞的女孩
The girl is dancing.女孩正在跳舞。
a crying baby 一個在哭的嬰兒
The baby is crying.嬰兒正在哭。
※ Some present participles show the function of the noun. For
example， a swimming pool is a pool where people can swim. A
walking dictionary is a person who knows a lot of words， like a
dictionary.
某些現在分詞表示名詞的功能。例如，游泳池是一個池子人們可以在裡
面游泳。活字典是指一個人知道很多的字，像是個字典一樣。
過去分詞 (past participle；Vpp)---broken、melted、written 等。
※ A Vpp as an adjective has a passive sense.
過去分詞當作形容詞有被動語感。
some melted ice cream 一些融化的冰淇淋
The ice cream is melted (by the hot weather).
冰淇淋（被天氣）被融化了。
a broken window 一個破掉的窗戶
The window is broken (by someone).
窗戶（被某人）打破了。
some frozen yogurt 一些冷凍優格
The yogurt is frozen (in the freezer by someone).
優格（被某人放在冰箱）冷凍
2 Ving / Vpp 的練 T 將下列做成講義發給 Ss 練習
習 Practice I
Write the present participle and past participle of each verb.
Base Form of Present participle Past Participle
the Verb (Ving) (Vpp)
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answer __________________ __________________
break __________________ __________________
chat __________________ __________________
drink __________________ __________________
miss __________________ __________________
run __________________ __________________
sleep __________________ __________________
swim __________________ __________________
write __________________ __________________
work __________________ __________________
Practice II
Circle the correct answer.
1) Mom angrily looked at the (break / broke / broken) vase.
2) Look! The (run / runs / running) horse is so fast.
3) The (sleep / slept / sleeping) baby is so cute.
4) We are going to have a (write / writing / written) exam tomorrow.
5) Let’s help the (miss / missed / missing) girl.
Ss 做完練習後， 請 T 讓 Ss 交換改， 並指出 Ss 容易犯錯的地方， 要
多加複習解釋。
Steps Procedures Sentence structure
1 介紹本課第一個 1. 再次講解 Vpp as adjectives 的觀念， 請 Ss 先不要看課本， T 將
句型 下列句子寫在白板上 The bicycle is broken (by the boy). a
broken bicycle
2. 再給 Ss 兩個句子
The question is solved (by the students).
_________________________
The students are confused (by the grammar).
_____________________
3. 請兩位 Ss 上台寫出答案， 並再次講解
2 介紹本課第二個 Subject + would like to + Verb… = Subject’d like to + Verb…
句型 1. 帶 Ss 看下列的句子
1) I would like to borrow your vacuum cleaner. 我想要借你的吸塵器。
= I’d like to borrow your vacuum cleaner.
2) He would like to go with you. = He’d like to go with you. 他想要跟
你一起去。
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3) We would like to clean the room. = We’d like to clean the room. 我
們想要清理房間。
2. 帶 Ss 操作以下的練習
I would like = I’d like
You would like = _____________
We would like = ______________
She would like = _______________
He would like = _______________
They would like = ___________________
3 介紹本課第三個 Possessive Pronouns 所有格代名詞
句型 1. T 可將下列表格簡單畫在白板上或是做成講義發給 Ss 練習
Possessive
Possessive
Pronouns
Adjectives
所有格代名詞
________ my
yours ________
a friend of ours = our
friend
a neighbor of theirs ______
neighbor
a classmate ______ her
classmate
of ______ his
Scott’s Scott’s
Nancy’s ________
Practice
Circle the mistake and rewrite the sentence.
1) Your dog is white and my is brown.
____________________________________________
2) I like our car. I don’t like their.
____________________________________________
3) Edison is a his friend.
____________________________________________
4) Lucy is a classmate of your.
____________________________________________
5) Justin and Benny are two friends of her.
____________________________________________
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Lesson 4 - He was the boy who helped me in the library.
Step Procedures Reading
，
3. 帶 Ss 唸過課本上的例句 例如 T 念 Edward is my friend. 請 Ss 將
s
其轉換成 possessive pronoun 的句型， 練習多次後請 Ss 將下列
1 Warm up: 1. 問問 Ss 還記不記得 Who is the person who can help you in the
答案填上
Making library? (Lesson 1 時有學到 librarian)
Gwendolyn would like to introduce a new friend of hers， Lucy.
sentences 2. 給學生 teacher / doctor / chef / postman， 請 Ss 利用 A _______ is
= Gwendolyn would like to introduce _____________________，
the person who _______________. 的句型造出句子
Lucy.
3. 可讓 Ss 分組進行
4 Workbook T 帶過 workbook lesson 3 裡的每一題型，且每一題型可帶做 1～2 題，
2 Activity: Put 1) 請 Ss 不要先看課文， 將 Ss 分成 3 人一組並 assign numbers to Ss。
其餘的讓學生當回家作業。
them in order 2) 將課文影印並將兩個句子為一單位剪下。
3) 將剪下的句子條混和在一起並發給每組一份。
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4) 請 Ss 將拿到的句子條依照正確的邏輯順序排出。
5) 請全班念出課文並確定各組的順序是否正確。
3 Reading Time T 帶 Ss 念過課文。並確定 Ss 的發音正確。
4 Comprehension T 事先準備好 comprehension questions 並問 Ss 看他們是否理解短文。
check Suggested questions:
Who is the best tour guide of the library?
How can they find out if the library has a book or not?
How many books can they borrow at a time?
Has Lucy ever seen Benny before?
How can they return the books during weekends?
Step Procedures Vocabulary
s
1 介紹本課生字及 1) T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss 的發
字義 音是否正確。
2) T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。如此
反覆練習 QA 多次。待 Ss 熟悉後再進行遊戲。
3 Activity: 1. T 準備好遊戲海報 (如下)， 並任意在數格內貼上本課生字 (tour
Treasure Hunt guide/ no kidding / return / during / drop / drop-off)。
2. 將學生分成兩組， 輪流擲骰子， 依據骰子的數字走到該格， Ss 要依
照格內的生字造句或是 paraphrasing。
3. 若句子有誤則要退回去原來出發的地方。
4. 先到終點的組別為贏。
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss 將例
句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Step Procedures Boost up on Grammar: Relative Pronoun: who
s
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1 介紹關係代名詞 Relative Pronoun: who 關係代名詞：who
who We use relative pronoun “who” to combine two sentences into one.
我們使用關係代名詞“who”來合併兩個句子。
1. T 將下列框框內的句子寫在白板上
He was the boy. ---------------------------------- 他是那個男孩。
The boy helped me in the library. ------------- 男孩在圖書館幫過我。
2. 用以下的方式引導 Ss:
Let’s try it step by step: 讓我們一步步的來詴詴看：
Step 1: Find what is the same in both sentences. In this case， “the
boy”.
第 1 步：找出兩個句子中一樣的部分。在這個例子中，是“the boy”。
Step 2: Use “who” to replace “the boy” in sentence .
who helped me in the library --------
第 2 步：用“who”來代替句子中的“the boy”。
Step 3: Put sentence into sentence . Remember: the “who” clause
must go right behind “the boy”.
He was the boy who helped me in the library.
第 3 步：把句子 放入句子 中。記得：“who”子句必須接在“the boy”後
面。他是在圖書館中幫過我的男孩。
4. 再給 Ss 一個例子
I’m going to watch all the passengers. ----------- 我要看所有的乘客。
The passengers walk by. ------------- 乘客們走過去。
Step 1: Find what is the same in both sentences. In this case， “the
passengers”.
第 1 步：找出兩個句子中一樣的部分。在這個例子中，是“the passengers”。
Step 2: Use “who” to replace “the passengers” in sentence .
who walk by --------------
第 2 步：用“who”來代替句子中的“the passengers”。
Step 3: Put sentence into sentence . Remember: the “who” clause
must go right behind “the passengers”.
I’m going to watch all the passengers who walk by.
第 3 步：把句子 放入句子 中。記得：“who”子句必須接在“the
passengers”後面。我要看所有走過的乘客。
2 拆解練習 1. 請 Ss 將課本闔起來， 將 Ss 分成兩兩一組， 並將下列句子寫在白板上
The girl is my sister. ---------------- 女孩是我妹妹。
The girl is singing. ------------------ 女孩正在唱歌
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2. 讓 Ss 用剛剛學過的三個步驟來拆解， 並請 Ss 將步驟寫下
3. 任意請幾組 Ss 發表她們的步驟
Answer Keys:
Step 1: Find what is the same in both sentences. In this case， “the
girl”.
第 1 步：找出兩個句子中一樣的部分。在這個例子中，是“the girl”。
Step 2: Use “who” to replace “the girl” in sentence .
who is singing ---------------
第 2 步：用“who”來代替句子中的“the girl”。
Step 3: Put sentence into sentence . Remember: the “who” clause
must go right behind “the girl”.
The girl who is singing is my sister.
第 3 步：把句子 放入句子 中。記得：“who”子句必須接在“the girl”後
面。正在唱歌的女孩是我妹妹。
3 練習 待學生已熟悉了這觀念，將下列影印成講義，讓 Ss 練習
Combine the sentences.
1) Sammy talked to Johnny.
Johnny was in the library.
__________________________________________________________
2) Jimmy helped the old lady.
The old lady walked with a cane.
__________________________________________________________
3) Mary will visit her sister.
Her sister lives in New York.
__________________________________________________________
4) Mommy wants to thank Mr. Lee.
Mr. Lee teaches us English.
__________________________________________________________
5) Her brother is the tall boy.
The tall boy always wears a blue T-shirt.
__________________________________________________________
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Ss 做完練習後，請 T 讓 Ss 交換改，並指出 Ss 容易犯錯的地方，要多加
複習解釋。
Step Procedures Sentence structure
s
1 介紹本課第一個 再次複習 relative pronoun: who
句型
2 介紹本課第二個 borrow (from) vs. lend (to) 借 VS 借給..
句型
1. T 讓 Ss 知道 borrow (from) and lend (to)的差別:
borrow from / lend to
borrow 意思為「借入」 ，常與介系詞 from 連用；lend 意思為「借出」 ，
常與介系詞 to 連用。
例 1：I borrowed the bicycle from Justin. (我從 Justin 那借來這輛腳踏
車。)
例 2： Justin lent the bicycle to me. (Justin 借這輛腳踏車給我。)
<注意> borrow 為規則動詞，其過去式為 borrowed；lend 為不規則動詞，
其過去式為 lent。
2. T 給 Ss 下列句子，T 可任意將任一句子蓋起來（例如 borrow ….from)，
請 Ss 唸出 lend …to 的句子如此的替換練習。
(a) The boy borrows a book from the girl.
The girl lends a book to the boy.
(b) Gwendolyn borrows the hat from Daisy.
Daisy lends the hat to Gwendolyn.
3 介紹本課第三個 To…， + clause 為了/要…+子句
句型
To…， + clause
To + V + …放在句首通常是表「目的」 ，此時等同於 In order to + V + …
例：To lose some weight， she exercises every day.
= In order to lose some weight， she exercises every day.
(為了要減重，她每天運動。)
事實上，此句也可以寫成 She exercises every day to lose some weight.
將 to lose weight 移至句首表示更強的目的。
以課本中的句子為例：
You can use a dictionary to find out the meaning of a word.
= To find out the meaning of a word， you can use a dictionary.
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Lesson 5 - I carry my dictionary wherever I go.
He must take a bus to go to school early.
Steps Procedures Reading
= To go to school early， he must take a bus.
1 Warm up: 將 Ss 分組，問 Ss 看到 dictionary 你想到什麼? 可以給 Ss 下列問題:
Brainstorming When do
Practice I you use a dictionary?
Where can you find to the “To + V”
Change the sentence a dictionary? pattern.
We do you to a park to play
1)How must gousethedictionary? baseball.
What can you find when using a dictionary?
__________________________________________________
2 帶唸課文 T 帶 Ss 念課文， 特別注意 Ss 的發音
2) Dad and I take the airplane to go abroad.
__________________________________________________
4 介紹本課第四個 drop off 投下、讓…下車（短語動詞） vs. drop-off 下降、丟下的（形
句型 容詞
drop off vs. drop-off
動詞片語 drop off 是將人(或物)放下車、放下來、卸下之意。
例：I will drop you off on my way home. (在回家的路上我會讓你下車。)
drop-off 在本課中為形容詞用法。drop-off box 通常是設在圖書館門口
前或錄影帶、DVD 出租店的退還投遞口，目的是讓借用人退還書或其他
物品時能更省時方便，或是讓借用人能在圖書館或錄影帶、DVD 出租店
關門之後還能夠退還書或其他物品。
Practice II
Choose the correct word or phrase.
1) You may (drop off / drop-off) the books at my place.
2) Can you please (drop off me / drop me off) on your way home?
3) Please return the DVDs in the (drop off / drop-off) box.
5 Workbook T 帶過 workbook lesson 4 裡的每一題型，且每一題型可帶做 1～2 題，其
餘的讓學生當回家作業。
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3 Comprehension T 事先準備好 questions 並發給 Ss 圈圈及叉叉的牌子 請 Ss 依據聽到 ，
check 的問題舉牌
Activity: True Questions:
or False 1. Benny prefers his electronic dictionary.
2. Benny did an excellent job on the spelling quiz.
3. We can use a dictionary to look up the words.
4. Benny thinks that the dictionary is light and small.
Steps Procedures Vocabulary
1 介紹本課生字及 1) T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss 的
字義 發音是否正確。
2) T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。如
此反覆練習多次。待 Ss 熟悉後才進行遊戲。
3 Activity: What 1) T 將本課單字寫在白板上並請 Ss 將課本蓋起來。
does it mean? 2) 發給學生一人兩張空白的紙條，請 Ss 在白板上選 2 個字分別將他的
definition 寫在白紙上，亦可請 Ss 用換句話說的方式來寫。
3) 寫完後 T 將所有的紙條蒐集在一起並放入箱子或紙袋中 T 任意抽一。
張並念出來，請 Ss 舉手猜該代表的字為何。
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss 將
例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: Conjunctions: wherever & whenever
1 介紹 A conjunction is a word that joins two parts of a sentence.
conjunctions 連接詞是連接一個句子兩個部分的字。
For example: 例如：
I love my mom and dad. 我愛我媽媽和爸爸。
I like dogs， but I don’t like cats. 我喜歡狗，但是我不喜歡貓。
She went to bed late last night， so she couldn’t wake up early
this morning.
她昨晚很晚睡，所以今天早上沒辦法早起。
She couldn’t wake up early this morning because she went to
bed late last night.
今天早上她沒辦法早起因為昨晚她很晚睡。
2 介紹 subsidiary Some conjunctions join a subsidiary clause to a main clause.
conjunctions These conjunctions are called subsidiary conjunctions， such
as “wherever” and “whenever”.
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某些連接詞連結附加子句到主要句子。這些連接詞被稱為附加連接
詞，例如“wherever”與 “whenever”。
wherever + clause
wherever 為一個連接詞，意思為 「無論什麼地方」 ，其後接子句(主
詞 + 動詞 + …)
例 1：You can sit wherever you like. (你可以坐在任何你喜歡的地
方。)
例 2：I will follow wherever you go. (我會跟隨你到任何地方。)
whenever + 子句
、
whenever 的意思為「無論什麼時候」「每次…就」「隨時」 、 ，與
wherever 一樣為連接詞，後面接子句。
例 1：Whenever she goes out， she takes her bag with her.
(她每次出門一定帶著她的包包。)
例 2：Whenever we can’t find a librarian to help us， we ask
Edison. (每次我們找不到圖書館員幫忙時，我們就會找 Edison。)
main clause subsidiary clause
I carry my dictionary wherever I go.
subsidiary conjunction
subsidiary clause main clause
Wherever I go, I like to take my school bag with me.
subsidiary conjunction
main clause subsidiary clause
You can come to my house whenever you like.
subsidiary conjunction
A subsidiary clause must go with a main clause to become
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meaningful or useful.
附加子句必須跟主要子句放在一起才能變成有意思。
For example:例如：
Wherever I go. 不論我去哪 does not tell you a complete idea 沒
辦法告訴你一個完整的意思
I carry my dictionary wherever I go. 無論我去哪裡，我帶著我的字
典。 tells you a complete
idea 告訴你一個完整的意
思。
Whenever you like. does not tell you a complete idea
You can come to my house whenever you like. tells you a
complete idea
Steps Procedures Sentence structure
1 介紹本課第一個 再次複習 wherever and whenever 的用法
句型
2 介紹本課第二個 be confused by 被…困擾/搞混了
句型
be confused by
confuse 為一及物動詞，意思為「使混亂」「使難懂」 、 。
例 1：The English grammar always confuses me. (英文文法常把我
搞糊塗。)
例 2：The twin sisters look alike. They always confuse me.
(這對雙胞胎姊妹長得一樣。她們總是把我搞糊塗了。)
confuse 的過去分詞 confused 為形容詞用法，意思為「感到困惑
的(人)」 。
例：You look very confused. (你看起來很困惑。)
本課的 be confused by 則是用在「某人被某事搞糊塗」的狀況下，其
句型為：
S + be-verb + confused by + something
例 1：I was confused by her smile. (我對她的笑感到困惑。)
例 2：Benny is confused by words with different meanings.
(Benny 對含有不同意義的字感到困惑。)
confuse 的現在分詞 confusing 也為形容詞用法，意思為「令人感
到困惑的(事物)」 。
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例 1：It’s a confusing map. (這是一張令人感到困惑的地圖。)
例 2：I don’t understand the story. It’s so confusing.
(我不了解這個故事。它真是令人感到困惑。)
另外，confuse with 也是常用片語，意思為「把(兩者)混淆」 。
例 1：I often confuse Mary with her sister. (我常常把瑪莉和她姐姐
搞混了。)
例 2：He always confuses Labrador with Golden Retriever.
(他總是把拉布拉多犬與黃金獵犬搞混了。)
[註]有些動詞的過去分詞與現在分詞可以直接視為形容詞來使用，例
如我們在 Level 2 Book 1 Lesson 2 學到 interesting 這個字，其意
思為「令人感到有趣的」 ，通常用來修飾「東西(物)」 ：
例：It is an interesting movie. (這是一部令人感到有趣的電影。)
而動詞 interest 意思為「使感到有趣」 ；其過去分詞 interested 意
思為「感到有趣的」 ，通常用來修飾「人」 。
例 1：The movie interests a lot of people. (這部電影讓許多人感
到有趣。)
例 2：I am interested in the movie. (我對這部電影感興趣。)
Practice
Choose the correct word.
1) I don’t understand what he says. It really (confusing / confuses)
me.
2) You look very (confused / confusing). What’s going on?
3) I am (confused / confusing) by this sentence. What does it
mean?
4) This movie is really (confused / confusing).
5) I always (confuse / confusing) sugar with salt.
3 介紹本課第三個 ~， but ~ ～但是～
句型 ~， but~
對等連接詞 but 用來連接前後語意相反或對比的句子(或片語等)。
例 1：John is tall， but his brother is short. (John 很高，但他弟弟很
矮。)
例 2：Helen likes apples but Betty likes oranges.
(Helen 喜歡蘋果，但 Betty 喜歡柳丁。)
but 也可以用來連接一不同或令人驚訝的子句(或片語等)。
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Lesson 6 - Lucy wants to be as close to nature as possible.
例 1：It’s an old car， but it’s very fast. (這是一部老車子，但是很快。)
Steps Procedures Reading
例 2：The book is expensive， but it’s very useful. (這本書很貴，但
1 Warm up: Draw 非常有用。)Do you like nature? 給 Ss 一人一張白紙，請 Ss 在五分鐘
1. T 問 Ss:
and think 內畫出心目中的 yard
2. Ss 畫完之後，請幾位 Ss 上台分享他們的 but they
課文中提到“Electronic dictionaries are fine， picture can never
2 Reading Time give you念課文, 特別注意 Ss 的發音 dictionary can.”即是運用對
T 帶 Ss as much information as a real
等連接詞 but 連接前後概念不同的句子。
3 T 事先準備好
Comprehension More Practice:questions 並發給 Ss 圈圈及叉叉的牌子, 請 Ss 依據聽
check 到的問題舉牌
Choose the correct answer.
Activity: True Questions:
_____1) Benny was _____ by those words.
or False (A) parents (B) confused backyard for
1. Benny’s confuse made a marvelous (C) confusingBenny and his
baby sister.
_____ 2) The story is very _____.
garden are growing tall and big because the
2. All the roses in the (B) interested
(A) interest (C) interesting
water is very go _____ you like.
_____ 3) You can clean.
of where (B) wherever (C)
3. Both(A) Lucy’s parents are scientists. where ever
4. The The map _____ us. We are lost!
_____ 4)greenhouse is built especially for turtles and frogs.
(A) confuses (B) confusing (C) to confuse
_____ 5) He got up very early， _____ he was still late for school.
(A) but (B) or (C) and
4 Workbook T 帶過 workbook lesson 5 裡的每一題型，且每一題型可帶做 1～2 題，
其餘的讓學生當回家作業。
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5. All Lucy’s friends like to work in such a beautiful garden.
Steps Procedures Vocabulary
1 介紹本課生字及 1) T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss
字義 的發音是否正確。
2) T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練習 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。
如此反覆練習 QA 多次。待 Ss 熟悉再進行遊戲。
3 Activity: What 1) T 將本課單字寫在白板上並請 Ss 將課本蓋起來。
does it mean? ，
2) 發給學生一人兩張空白的紙條 請 Ss 在白板上選 2 個字分別將他的
definition 寫在白紙上，亦可請 Ss 用換句話說的方式來寫。
3) 寫完後 T 將所有的紙條蒐集在一起並放入箱子或紙袋中。T 任意抽
一張並念出來，請 Ss 舉手猜該代表的字為何。
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss
將例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: as ….. as
1 介紹 as…as We use “as… as” to compare people, places or objects when
there is no difference.
我們使用像..一樣來比較人、地點、或物體當他們沒有不同處。
Use “as… as” to describe two things that are the same in degree,
size, value, etc.
用像…一樣來形容兩個東西有一樣的程度、大小、價值…等。
as + adj. + as
本課出現一句 Lucy wants to be as close to nature as possible.
是比較級句型的一種，我們稱之為「同等比較」 。其句型如下：
<句型 1>
A + be-verb + as + adj. + as + B (A 與 B 一樣…)
例 1：John is as tall as Mike. (John 與 Mike 一樣高。)
例 2：My dog is as cute as yours. (我的狗跟你的一樣可愛。)
例 3：Today is as hot as yesterday. (今天跟昨天一樣熱。)
<句型 2>
A + V + as + adv. + as + B (A 與 B 一樣…)
例 1：Edison runs as fast as Justin. (Edison 跑得跟 Justin 一樣快。)
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例 2：He finished it as quickly as I. (他這件事完成得跟我一樣快。)
例 3：The girls played as happily as the boys.
(女孩們玩得跟男孩們一樣快樂。)
同等比較還有以下句型：
例 1：Benny’s mom wants him to be as nice as possible.
= Benny’s mom wants him to be as nice as he can.
(Benny 的媽媽要他儘可能和善。)
例 2：Daisy runs as fast as possible.
= Daisy runs as fast as she can. (Daisy 儘可能地快跑。)
註：Level 2 Book 6 Lesson 7 有出現過 subject + verb + as + adv. +
as possible 之句型，例：
We read as much as possible. (我們儘可能地讀書。)
I walk as slowly as possible. (我儘可能地慢慢走。)
2 轉換肯定句/否定 T 秀出肯定句，請 Ss 轉換成否定句或是疑問句。T 可帶領 Ss 做口頭練
句/疑問句 習。若有時間可讓 Ss 寫出來。
3 Activity: 1) T 將 Ss 分成兩組，請兩組排隊站在白板前，T 可秀出現在完成式的
Writing relay 肯定句且要求 Ss 改成疑問句。則 Ss 要一一輪流（一個人只能寫一
個字將正確的句子寫在白板上。
2) 寫完後全組大聲說出該句子，動作快且句子正確的隊伍為贏。
Steps Procedures Sentence structure
1 複習 as…as 的句 1. T 帶領 Ss 做口頭練習：
型 T 念肯定句：The tree is as tall as the house. 樹像房子一樣高。
請 Ss 唸出否定的句子：The tree is not as tall as the house. 樹沒有像
房子一樣高。
請 Ss 唸出疑問的句子：Is the tree as tall as the house? 樹有像房子一
樣高嗎？
2. T 請 Ss 將答案寫在白板上
Today is as hot as yesterday. 今天像昨天一樣熱。
請 Ss 寫出否定的句子：：Today is not as hot as yesterday.
請 Ss 寫出疑問的句子：Is today as hot as yesterday?
3. T 帶領 Ss 做口頭練習：
T 念肯定句：I can run as quickly as he can. 我能跑得像他一樣快。
請 Ss 唸出否定的句子： I cannot run as quickly as he can.
請 Ss 唸出疑問的句子：Can I run as quickly as he can?
4. T 請 Ss 將答案寫在白板上
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T 念肯定句：Nancy walked as slowly as he did. Nancy 走得跟他一樣
慢。
請 Ss 寫出否定的句子：Nancy didn’t walk as slowly as he did.
請 Ss 寫出疑問的句子：Did Nancy walk as slowly as he did?
A Friendly Reminder 友善的提醒
不要寫 “You are as tall as me.” X
請寫“You are as tall as I.”
because “You are as tall as I. = You are as
tall as I am.”
Do not write “I sing as well as her.” X
Write “I sing as well as she.”
because “I sing as well as she. = I sing as
well as she does.”
2 adjective-looking 1. T 介紹 adj.-looking
看起來…的 funny-looking / strange-looking / nice-looking
形容詞與 look 的現在分詞(adj. - looking)結合成形容詞，直接修飾名
詞。
例 1：The dog looks funny. (那隻狗看起來很好玩。)
It is a funny-looking dog. (那是一隻看起來很好玩的狗。)
例 2：The man looks strange. (那男人看起來很奇怪。)
He is a strange-looking man. (他是個看起來很奇怪的男
人。)
例 3：Edison looks nice. (Edison 看起來很和善。)
Edison is a nice-looking boy. (Edison 是個看起來很和善的
男生。)
2. T 帶 Ss 做下列的練習
Practice
Follow the example and change the sentence.
e.g. The boy looks smart. He is a smart-looking boy.
1) The lady looks angry.
___________________________________
2) The cat looks ugly.
_____________________________________
3) Gwendolyn looks cool.
__________________________________
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Lesson 7 - I have hundreds of books and magazines.
3 Workbook T 帶過 workbook lesson 6 裡的每一題型，且每一題型可帶做 1～2 題，
Steps Procedures Reading
其餘的讓學生當回家作業。
1 Warm up: 1) T 可以準備 Big sky Level 3 Book 1 Lesson 3 Community garage
Brainstorming sale 的大圖。
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2) 問問 Ss “What can you see from the picture?” 將 Ss 分組，給學
生 time limit (e.g. 5 mins)，請 Ss 將在圖中看到的東西寫下
3) 寫的最多的組別為贏。
2 課文閱讀 T 請 Ss 獨自安靜的念課文。
3 Comprehensio 1) 發給 Ss 以下的講義表格。
n check 2) 請 Ss 在格子中填入答案
Activity: 3) 可請 Ss 在旁邊用圖畫與文字一起表示，T 可將此當作 Ss 的自製
story comics book，Ss 完成後可請 Ss 上台 present。
sequencing Beginning (What happened first?)
Middle (What happened next?)
End (What happened last?)
Steps Procedures Vocabulary
1 介紹本課生字 1) T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss
及字義 的發音是否正確。
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2) T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。
習 如此反覆練習 QA 多次。待 Ss 熟悉後再進行遊戲。
3 Activity: 1) T 將 Ss 分成兩組, 每組一人輪流出來比賽, 請兩位學生背對著白
Board Racing 板
2) T 念課本裡的某一單字字義, Ss 要轉身在白板上寫下生字
3) 寫的快且正確者可得分
4) Ss 寫完後, T 要 check Ss 的答案, 並詴著請 Ss 用白板上的生字
另行造句
4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss
將例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: Quantifiers
1 介紹 as…as Quantifiers 修飾語
A quantifier is a word or a phrase that tells you “how much” or
“how many”. It is used with a noun.
修飾語是一個字或是片語告訴你“多少”。它跟著名詞使用。
There are three types of quantifiers: 有三種修飾語；
1) Quantifiers used with countable nouns 與可數名詞一起的
修飾語
2) Quantifiers used with uncountable nouns 與不可數名詞一
起的修飾語
3) Quantifiers used with either countable or uncountable
nouns 與可數或是不可數名詞一起的修飾語
with countable with uncountable
nouns nouns with countable or uncounta
與可數名詞一起 與不可數名詞一起 與可數或是不可數名詞一起使用的
使用的修飾語 使用的修飾語
How many? How much? How much? or How many?
many a lot of
few lots of
one much some
two little any
three no
hundreds of plenty of
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with countable nouns with uncountable nouns
與可數名詞一起使用的修飾 與不可數名詞一起使用的修飾
語 語
How many books do you Do you have much money?
have? No, I don’t have much money.
I have five books. No, I don’t. I have little
I have few books. money.
I have hundreds of books.
with both countable or uncountable nouns
與可數或是不可數名詞一起的修飾語
How many tickets did you buy?
I bought a lot of tickets.
I bought some tickets.
I bought plenty of tickets.
I didn’t buy any tickets because there were no tickets left.
How much coffee did you drink?
I drank a lot of coffee.
I drank some coffee.
I drank plenty of coffee.
I didn’t drink any coffee because there was no coffee left.
A Friendly Reminder 友善的提醒
1. We do NOT add any numbers before “hundreds of” because
it is a quantifier.
我們不在“hundreds of”前加任何數字因為它是一個修飾語。
There are two hundreds of birds in the sky.
You have three hundreds of books and magazines.
There are hundreds of birds in the sky.
You have hundreds of books and magazines.
2. Only add a number before “hundred” when you want to tell
the number.
只在“hundred 前加數字當你想說明數字時。
For example:例如：
A: How much money do you have? 你有多少錢？
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B: I have two hundred dollars. 我有 2 百元。
A: How many people are there in the park? 公園裡有多少人？
B: There are five hundred people. 有 5 百人。
2 Activity: 1. T 準備好下列講義，將 Ss 分成四人一組，並發給每組一份講義。
Categorize 2. 請各組將正確的字放在正確的格子內，Ss 做完後，T 帶全班一起
them! 檢討。
可數名詞修飾語 不可數名詞修飾語 可數與不可數的修
飾語
many much a lot of lots of one hundreds of
little plenty of some any three no few
Steps Procedures Sentence structure
1 複習 hundreds of
quantifiers hundred「百」這個字，前面若有加數字，則不可以加“s”。
例 1：
A: How much money do you have? (你有多少錢？)
B: I have two hundred dollars. (我有二百元。)
例 2：
A: How many people are there in the park? (公園裡有多少人？)
B: There are five hundred people. (有五百人。)
hundreds of 表示「成百的」「好幾百的」
、 。
例 1: There are hundreds of birds in the sky. (天空有好幾百隻鳥。)
例 2：You have hundreds of books and magazines.
(你有好幾百本書和雜誌。)
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a lot of vs. a lot
a lot of 為形容詞片語，放在可數名詞以及不可數名詞之前，表示 「許多的
「很多的」 。
例 1：I got a lot of books from Justin. (我從 Justin 那裡拿到好多書。)
例 2：He eats a lot of beef. (他吃好多牛肉。)
[註] a lot of 也可以寫成 lots of
例：I got lots of books from Justin.
a lot 有兩種用法：
當名詞用
例：We have little rain, but sometimes we have a lot.
(我們這兒雨不多，但有時會下得很大。)
a lot = a lot of rain
課文中提到“I will sell a lot today and donate the rest to the school library.”
中的 a lot 指的是 a lot of books and magazines。
當副詞用
例 1：She cried a lot last night. (昨晚她哭得很嚴重。)
a lot 為副詞，修飾動詞 cried
例 2：He changed a lot. (他改變很多。)
a lot 為副詞，修飾動詞 changed
Practice
Choose the correct answer.
1) Sometimes we don’t have any homework; sometimes we have
(a lot / a lot of).
2) Benny ate (a lot / a lot of) meat last night.
3) She sleeps (a lot / a lot of) every day.
4) I love chocolates. I will buy (a lot / a lot of) and eat them all!
5) Gwendolyn has (a lot / a lot of) clothes.
plenty of / lots of + noun
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plenty of
plenty of 代表「很多的」「充分的」、 ，後面可以接可數名詞的複數形或不
可數名詞。
例 1：In New York, there are plenty of good places to visit.
(在紐約，有很多很棒的地方可以參觀。)
例 2：We have plenty of food to eat. (我們有足夠的食物吃。)
lots of
在 Level 1 Book 7 Lesson 6 以及 Level 1 Book 11 Lesson 3 都有討論 a
of、lots of 的用法。與 plenty of 一樣，a lot of、lots of 後面可以接可數
詞或不可數名詞。
例 1：I got a lot of books from Justin.
= I got lots of books from Justin. (我從 Justin 那裡拿到很多書。)
例 2：We have a lot of homework to do.
= We have lots of homework to do. (我們有很多功課要做。)
[註] 在 Level 2 Book 5 Lesson 3 介紹的 a lot 是一種頻率副詞的用法：
例 1：They use computers a lot. (他們很常用電腦。)
例 2：My father travels on business a lot. (我父親常常洽公。)
Practice
Check the correct answer.
_____ 1) There is plenty of _____ to eat.
(A) vegetables (B) food (C) snacks
_____ 2) We have _____ pencils to use.
(A) lots of (B) a lot (C) a lots of
_____ 3) Some students watch TV _____.
(A) a lot (B) a lot of (C) lots of
_____ 4) We have plenty of _____.
(A) book (B) cup (C) time
_____ 5) There are lots of _____ in the park.
(A) people (B) flower (C) tree
2 the rest of + 1. T
countable or the rest of the books 介
uncountable 紹 the rest of + n.
noun 剩下的+
可數或不可數
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名詞 rest 當名詞除了有”take a rest”的 「休息」 之意，亦表示 「其
Steps Procedures Reading
餘」 ，前面要加 the。
the rest 意思是「其餘之人或物」 ，可當單數或複數用。注
意句子中的 be-verb 或動詞要隨主詞變化。
例 1：The rest of the pizza is on the table. (剩下的披薩在
桌上。)
例 2：The rest of the students are over there. (剩下的學
生們在那裡。)
.
2. T 帶 Ss 念下列的例句：
The rest of the pizza is on the table. 剩下的比薩在桌上。
(“Pizza” is an uncountable noun, so use singular verb “is”.)
（比薩是不可數名詞，所以用單數動詞“is”.）
The rest of the students are over there. 其餘的學生在那邊。
(“Students” is a countable plural noun, so use plural verb “are”.)
（學生是可數名詞，所以用複數動詞“are”.）
3 ask for (price) 1. T 介紹 ask for (price)的用法
要賣…（價 ask for (price)
錢） 、要求 ask for 通常是用在對某人有所要求、請求某事。
例 1：He asked me for help. (他請求我的幫助。)
例 2：Benny asked his parents for pocket money. (Benny 向他父母要零用
錢。)
而本課中的 ask for 則是運用在詢問價錢。
例 1：How much is it? (這多少錢？)
= How much are you asking for it? (這個你要賣多少錢？)
例 2：He asked $5 for the book. (這本書他索價五美元。)
2. Ask for 還有另外一用法：
ask someone for something 要求某人為某事
例如:
Let’s ask Benny for some change. 我們來問 Benny 拿些零錢吧。
Why don’t you ask your classmates for help? 你為什麼不找你的
同學幫忙？
3 Workbook T 帶過 workbook lesson 7 裡的每一題型，且每一題型可帶做 1～2
題，其餘的讓學生當回家作業。
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Lesson 8 - The tickets show which shuttle we have to take.
1 Warm up: 1) T 問 Ss 在機場(airport)你會看到什麼? T 畫在白板上，並請 Ss 寫
Brainstormin 出在機場裡我們會碰到的人事物
g 2) T 請全班一起 brainstorm，並將答案寫在白板上。
2 Activity: Put 1) 請 Ss 不要先看課文, 將 Ss 分成 3 人一組並 assign numbers to
them in order Ss
2) 將課文影印並將兩個句子為一單位剪下
3) 將剪下的句子條混和在一起並發給每組一份
4) 請 Ss 將拿到的句子條依照正確的邏輯順序排出
5) 請全班念出課文並確定各組的順序是否正確
3 Reading Time T 帶 Ss 念過課文，並確定 Ss 的發音正確。
4 Comprehensio T 事先準備好 comprehension questions 並問 Ss 看他們是否理解短
n check 文。
Suggested questions:
1. Did Benny, Gwendolyn and Edison arrive in time to catch Justin
before he left?
2. Who is afraid of the security guards?
3. Where was Justin going back?
4. Are the flight attendants wearing the same kind of shoes?
Steps Procedures Vocabulary
1 介紹本課生字 1) T 請 Ss 唸出本課生字並任意抽點幾位 Ss 念出生字，T 要注意 Ss
及字義 的發音是否正確。
2) T 可請 Ss 將課本闔上，看誰可以記得最多的生字。
2 生字及字義練 T 念出字義，請 Ss 說出生字為何。或是 T 唸出生字請 Ss 唸出字義。
習 如此反覆練習 QA 多次。待 Ss 熟悉後再進行遊戲。
3 Activity: T 發給 Ss 下列的講義，請 Ss 從本課生字中挑出 4 個字並將答案填
Word O Nary 上。
Word O Nary – What my word means to me
Word - ____________ Name - ___________
My word means _______________________________
________________________________
My sentence ____________________________________
Other words that have the same meaning
___________________
2. Ss 寫完後，請 Ss 上台 present。
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4 練習 T 準備好例句的講義 (可另行打在電腦上並印出) 若時間允許，請 Ss
將例句裡的空格填上。若時間不夠，則讓 Ss 當作回家作業
Steps Procedures Boost up on Grammar: Embedded Questions
1 什麼是 Do you know that an embedded question is NOT really a
question? An embedded question is a noun clause that is
Embedded
put into another sentence.
Questions? 你知道嵌入性問句不是一個真正的問句嗎？嵌入性問句是一個
被放在另一個句子中的名詞子句。
If you want to put a question into another sentence, you have
to change the question into an embedded question first,
and then add it to the main clause.
如果你想要把一個句子放入另一個句子，你必須先把問句改成嵌
入性問句，然後在放到主要子句中
Question: Which shuttle do we have to take?
我們應該要搭哪台接駁車？
The tickets show which shuttle we have to take.
Main Clause Embedded Question
車票上告訴我們應該要搭哪台接駁車。
2 寫 Embedded How to write a sentence with an embedded question? 如何寫有嵌
Questions 的 入性問句的句子？
步驟 Step 1: Change the question into an embedded question.
步驟 1：把問句改成嵌入性問句
Embedded Question
Question 問句
嵌入性問句
Who is the old man?
那個老男人是誰？
who the old man is
Be-Verb Who are the boys?
who the boys are
Be 動詞 男孩們是誰？
what time it is
What time is it?
現在幾點？
What can she do?
她能做什麼？
what she can do
Modal What should I do?
what I should do
助動詞 我應該做什麼？
when you will come
When will you come?
你幾點會來？
Verb How does he go to school how he goes to school
動詞 every day? every day
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他每天怎麼上學的？ what you ate for
What did you eat for breakfast
breakfast?
你早餐吃了什麼？
Who is in the kitchen?
Wh- + Verb 誰在廚房裡？ who is in the kitchen
Wh-+動詞 What happened to you? what happened to you
你發生什麼事情了？
Step 2: Add the embedded question to the main clause.
步驟 2：把嵌入性問句加入主要子句內。
Embedded
Main Clause 主要子句 Question 嵌
入性問句
who the old
Statement
I wonder
man is
陳述句 .
what I should
Please tell me
do
how he goes
Do you know to school
Question every day
問句 ?
what
Can you tell me happened to
you
T 帶 Ss 做下列的練習
Practice
Complete the sentence with the indirect question.
1) What’s your name?
Please tell me
________________________________________________
2) How old is she?
I don’t know
__________________________________________________
3) Where was he?
Please tell me
________________________________________________
4) When will they go?
We want to know
______________________________________________
5) Why was Jane late this morning?
I don’t know
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__________________________________________________
6) When will they play soccer?
Tell me
_____________________________________________________
7) How tall is Daisy?
He knows
____________________________________________________
8) How many eggs can Benny eat?
I don’t know
__________________________________________________
Steps Procedures Sentence structure
1 複習 ，
1. T 將下列句子的答案做成字卡 (1 個字在 1 張卡上) 將 Ss 分成兩
Embedded 組，T 給 Ss 看題目 (例如：When does the movie begin? I don’t
Questions know ______________) 請各組學生將單字依照正確順序排列
Activity: 出答案。
Unscramble 2. 排列完畢，請大聲唸出該句的答案為何。
Practice
Complete the sentence with the indirect question.
1) When does the movie begin?
I want to know
_______________________________________________
2) What does she like?
Please tell me
_______________________________________________
3) Who cleaned the kitchen last night?
Mom knows
_________________________________________________
4) How did Edison do it?
I don’t know
_________________________________________________
5) Where does Andy live?
We know
___________________________________________________
6) Where did Tom eat?
I don’t know
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_________________________________________________
7) Who closed the door?
He knows
___________________________________________________
8) How did the team win the game?
He told me
__________________________________________________
2 be afraid of 害 1. 介紹 be afraid of
怕 be afraid of
、 ，但它不能用在名詞之
afraid 為一個形容詞，意思是「害怕的」「擔心的」
用法如下：
be afraid of + N / Pron.
例 1：I am afraid of those security guards. (我害怕那些警衛。)
例 2：Don’t be afraid of them. (別怕他們。)
be afraid to + V
例 1：She is afraid to ask questions in class.
(她害怕在課堂中問問題。)
例 2：The little girl is afraid to walk home alone.
(那小女孩害怕一個人走路回家。)
be afraid that + S + V + …
例：I am afraid that we need to finish it by ten o’clock.
(我擔心我們得在十點前完成。)
2. T 帶 Ss 看下列例句：
Gwendolyn is afraid of the security guards.
Gwendolyn 害怕保全。
Benny can’t sleep alone because he is afraid of the dark.
Benny 不能獨自睡覺因為他怕黑。
3. 請 Ss 利用 be afraid of 造句
3 Here we go!
There he is! Here comes the shuttle.
Here 或 there 為首的句子，有強調的作用，目的在喚起聽者的注意。
<句型 1> Here / There + 動詞 + 名詞
例 1：Here comes the shuttle. (= The shuttle comes here.)
(接駁車來了。)
例 2：Here come the girls. (=The girls come here.)
(女孩們來了。)
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例 3：There goes the bus. (=The bus goes there.)
(公車開走了。)
<句型 2> Here / There + 代名詞 + 動詞
例 1：Here comes the shuttle. Here it comes.
例 2：Here come the girls. Here they come.
例 3：There goes the bus. There it goes.
T 可帶 Ss 做下列的練習
Practice
Check the correct sentence.
1) Here it comes.
Here comes it.
2) Here comes the boys and girls.
Here come the boys and girls.
3) She is afraid of dogs.
She is afraid to dogs.
4) There she goes.
There goes she.
5) Here comes the shuttle.
Here the shuttle comes.
3 Workbook T 帶過 workbook lesson 8 裡的每一題型，且每一題型可帶做 1～2
題，其餘的讓學生當回家作業。
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