資源簡介

世界
Unit 1　The secrets of happiness
Starting out
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text presents questions related to people's feelings, a picture and a poem about various aspects of happiness such as holidays, playing games with friends and birthday presents. It uses these elements to prompt discussion and reflection on the theme.
Why: The author's intention seems to encourage readers to think about emotions and experiences related to happiness and family, and promote self reflection and understanding by presenting these questions.
How: The text uses an interrogative style to engage readers. The language appears straightforward and accessible. It combines the text and the pictures to create an interactive learning experience, facilitating thought and discussion.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.get to know the signs of happiness.
2.find more happy moments in their daily lives.
3.summarise the key points about happiness discussed in the lesson.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To get to know the signs of happi ness. Step 1　Lead in 1.Play the song If You're Happy and You Know It to warm up the class. 2.Have students sing along and do simple actions to get them involved and excited about the topic. Observe students' partici pation and enthusiasm during the singing activity. Check if they can follow the rhythm and actions and if they show interest in the topic of happiness.
Purpose 1.To set a pleasant mood for the lesson and capture students' attention. To make them associate positive feelings with the learning process. 2.To lower students' affective filter and make them more receptive to learning about happiness through a familiar and enjoyable activity.
2.To find more happy moments in their daily lives. Step 2　Presentation 1.Display pictures of people with different expressions and ask students how they think these people feel and why. 2.Conduct a free talk session where students share what makes them happy and give examples. 3.Have students read a poem about happiness and answer questions about its content and special features. 4.Present a picture and ask students to share stories they know about happiness and what they can learn from them. Check students' answers to the questions to determine their under standing of the text and their ability to identify literary features like acrostics.
Purpose 1.To develop students' reading skills, including understanding the main idea and noticing details, and expose them to different forms of literature. 2.To stimulate students' creativity and thinking skills by asking them to recall and analyse stories related to happiness, and encourage them to learn from these stories.
3.To summarise the key points about happiness discussed in the lesson. Step 3　Production 1.Summarise the content of the poem and the discussion on“the secrets of happiness”. 2.Provide a list of English phrases related to happiness and ask students to translate or use them in sentences. Check if students can follow the summary and understand the main points. See if they can recall and use the related phrases in the activities or discussions.
Purpose 1.To reinforce the main idea and help students organise their thoughts about happiness. 2.To increase students' vocabulary related to the topic and improve their language proficiency by practising translation and sentence construction.
Homework Required: Read and recite the newly learned poem. Optional: Use the key words, phrases and sentence patterns to introduce your happy moments to your classmates after class.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Reading
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around the book Charlie and the Chocolate Factory and uses it to explore themes of happiness, love and poverty. It poses questions about what makes people happy and whether happiness comes from things. The text also includes a thinking map.
Why: The author's intention appears to encourage readers to think deeply about the nature of happiness and the role of love. By presenting Charlie's poor but happy family, the text challenges the common belief that happiness comes from material possessions.
How: The text employs an interactive approach by presenting questions and activities to engage readers. It uses simple language that is accessible to students. The combination of a book review and a thinking map creates an interactive learning environment that encourages critical thinking and discussion.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.share the feelings of happiness.
2.discuss the elements that make people happy.
3.understand the structure and content of a book review and how to extract key information.
4.understand the concept of happiness related to love and things, and express personal opinions on it.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　 　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To share the feelings of happi ness. Step 1　Lead in 1.Show a picture of chocolate and ask students what it is and how they feel when they think of or see it. 2.Guide students to describe the taste of chocolate (sweet, bitter) and share their personal feelings and memories related to it. Listen to students' responses to see if they can express their ideas in English and if they show an interest in the topic.
Purpose 1.To create a positive and engaging learning atmosphere at the beginning of the class. To make students feel comfortable and interested in the upcoming learning activities. 2.To activate students' prior knowledge and experiences related to happiness and start a discussion about the factors that can influence people's feelings.
2.To discuss the ele ments that make people happy. Step 2　Pre reading 1.Present a picture of a family in a small house. Ask students what they can see, and let students think if everyone is happy and what makes them think so. 2.Guide students to make predictions and share their ideas about the possible story behind the picture. Assess students' answers to the questions about the picture. Check if they can observe details accurately and make reasonable inferences about the family's situation and emotions.
Purpose To help students build a connection between the visual and the textual. To prepare them for the reading task by activating their prior knowledge and making them curious about the story.
3.To understand the structure and content of a book review and how to extract key information. Step 3　While reading 1.Have students read the book review quickly and choose the best title for it. 2.Ask students to complete the thinking map with words and expressions from the passage, including comments on the book, the description of Charlie's family, and the theme of the book. 3.Guide students to read and fill in the blanks in the thinking map, focusing on details such as the location and appearance of the house, the family's daily life, and their feelings. Ask students ques tions about the details in the thinking map to ensure they have a clear understanding of the story content and the relationships between different elements.
Purpose To train students' reading strategies and improve their reading speed and accuracy. To help them understand how to analyse a text and identify its important parts.
4.To understand the concept of happi ness related to love and things, and express per sonal opinions on it.　 Step 4　Post reading Organise a pair work activity where students discuss whether they agree that“happiness comes from things like money”and ask them about their thoughts on the words of Oscar Wilde. Observe students' par ticipation and inter action in the pair work. Listen to their discussions to evaluate their ability to express their opinions clearly, support their views with reasons, and commu nicate effectively in English.
Purpose To promote students' independent thinking and ability to analyse different viewpoints. To help them form their own understanding of happiness and its determinants.
Homework Required: 1.Copy down the vocabulary of the reading passage in the English textbook (4 times each word). 2.Read the text aloud and correctly. Optional: Create a poster of Charlie's family, with both pictures and text.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Understanding ideas—Grammar
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centered around grammar exercises related to verb forms. It uses examples from different contexts such as a book review and a story about a pet's birthday to illustrate the grammar rules.
Why: The author's intention appears to help students understand and practise specific grammar rules. By using relatable examples and interactive exercises, the text aims to enhance students' language proficiency and confidence in using correct verb forms.
How: The text employs a practical approach by presenting specific grammar rules and then asking students to find more sentences with similar structures and complete sentences with the correct form of verbs. The language is straightforward and aimed at helping students learn English grammar easily.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.introduce the context of using the simple past tense in daily conversations.
2.learn the usage of the simple past tense in sentences.
3.judge the tense and choose the correct verb forms in practical contexts.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　 　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To introduce the context of using the simple past tense in daily conversations. Step 1　Lead in 1.Present a conversation about vacation activ ities after the winter vacation, and share what they did with their classmates, such as“I listened to a beautiful song yesterday.”“I played an interesting computer game in my holiday.”and“I touched a little cat three days ago in the park.” 2.Ask students questions like“What did you do on your vacation ”to encourage them to recall and talk about their own experiences. Observe students' partici pation and enthusiasm in the conversation. Check if they can understand the context and express their own vacation activities using the simple past tense.
Purpose 1.To create a real and interesting language environment for students to feel the need to use the simple past tense. 2.To help students connect their own lives with the language knowledge and activate their prior knowledge about the past events.
2.To learn the usage of the simple past tense in sentences. Step 2　Grammar Focus 1.Display example sentences with the simple past tense and ask students to read and observe, like“The book was full of magic.”“The family never had enough food.”and“To my surprise, the family were happy together.” 2.Let students read the passage and find more sentences with similar structures to sum marise the grammar rules. 3.Explain the rules of verb past tense changes, and give examples of verbs with similar changes and irregular verbs.(詳見課件資源) Through classroom questions and discus sions, assess students' understanding of the definition and forma tion of the simple past tense. For example, ask students to explain the changes of the past tense of regular and irregular verbs.
Purpose 1.To build students' basic concept system of the simple past tense and lay a foundation for their subsequent application. 2.To cultivate students' ability to summarise grammar rules independently and deepen their understanding of knowledge.
3.To judge the tense and choose the correct verb forms in practical contexts. Step 3　Practise 1.Provide exercises such as“Sarah 　　　　(be)happy to play chess with her brother yesterday. Emily 　　　　(make) a cake for her grandpa last night for his 70th birthday.”and ask students to complete the sentences with the correct form of the verbs in brackets. 2.Complete the post with the correct form of the verbs in brackets.(詳見課件資源) ◎Key: made, found, was, tried, decided, made, likes, makes 3.Work in pairs. Talk about your past experience. Mark students' answers to the exercises to evaluate their mastery of the simple past tense and check if they can correctly use the past tense of verbs. Read students' wri ting and assess students' ability to use the simple past tense in practical contexts.
Purpose 1.To strengthen students' application of the simple past tense and improve the accuracy of answering questions.　 2.To enhance students' ability to express past experiences in English and cultivate their English writing skills.
Homework Required: 1.Review the simple past tense. 2.Finish the task of blank filling in the textbook. Optional: Make five sentences using the simple past tense to talk about what you did in school last year.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Developing ideas—Listening and speaking
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around a survey and a talk on positive thinking. It presents a description of a survey with a glass of water and a talk by Dr Zheng on what to do when we meet challenges, emphasising the importance of finding the bright side of life.
Why: The author's intention appears to encourage positive thinking and help readers develop a more optimistic outlook on life. By presenting a survey and a talk on positive thinking, the text aims to instill values such as resilience, optimism, and the ability to find good things in difficult situations.
How: The text employs an instructional approach by providing steps for a survey and notes from a talk. The language is clear and practical and aimed at students or those learning positive thinking. It uses examples and questions to engage the readers and encourage their critical thinking.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about a famous survey with half a glass of water.
2.identify the main idea of a radio programme, extract key information from the listening and complete a survey report and notes accurately.
3.practise speaking and communication skills in a role play activity.
Learning Process　　　　　　　　　　　　　
　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To learn about a famous survey with half a glass of water. Step 1　Pre listening 1.Present a scenario where students imagine being in the desert, hungry and thirsty, and then seeing half a glass of water, and ask them how they would feel. 2.Mention that there is a famous survey with half a glass of water. Observe students' responses and partici pation in the imagination activity to assess their understanding of the context and ability to think creatively.
Purpose 1.To engage students' minds and make them more receptive to the listening task by relating it to a vivid and relatable situation. 2.To pique students' interest in the topic and create a motivation to listen and learn more.
2.To identify the main idea of a radio programme, extract key infor mation from the listening and complete a survey report and notes accurately. Step 2　While listening 1.Play the radio programme and ask students to listen and choose the main idea from the given options. ◎Key: a 2.Provide listening tips about the pronunciation of / / and /a / and ask students to listen again, paying attention to these sounds. 3.Have students listen again and complete the survey report (including steps, results, and conclusion) and take notes on details according to the examples given by Dr Zheng. Check their completed survey report and notes for accuracy and completeness of infor mation extraction.
Purpose 1.To improve students' phonetic awareness by focusing on specific sounds. 2.To enhance students' note taking and information gathering skills from an audio source.
3.To practise speak ing and communi cation skills in a role play activity. Step 3　Post listening 1.Organise a role play where students act as an interviewer and an interviewee, sharing advice on leading a happy life and giving examples. 2.Provide useful expressions and ask students to fill in the blanks in sentences related to the topic. Evaluate students' per formance in the role play, including their language fluency, ability to give relevant advice and examples, and communication skills.
Purpose 1.To promote critical thinking and self reflection among students on happiness and positive living. 2.To provide a practical and interactive way for students to use the language in a meaningful context and build confidence in speaking English.
Homework Required: 1.Read the conversation in the listening text. 2.Think and try to write down 5 things you can do to make yourself happy. Optional: Share 5 tips to make yourself happy.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Developing ideas—Reading for writing
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is a reading passage titled “Growing happiness”, which tells the story of a person named Zhou Jian who keeps his hair long to donate it to the children with cancer, experiencing both criticism and happiness along the way.
Why: The purpose of the text is to illustrate the concept of happiness derived from helping others. It demonstrates the importance of empathy and selflessness, showing that true happiness often stems from acts of kindness and making a difference in other people's lives.
How: The author uses a narrative style to describe Zhou Jian's journey, including his decision to keep his hair long, the reactions of others, and his eventual donation of his hair to a hospital. The story is structured chronologically, building suspense and emotion through the challenges Zhou Jian faced and the ultimate outcome.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.introduce key words and expressions related to the story.
2.understand the content of the story, including the character's actions, feelings, and the reasons behind them.
3.organise ideas and write a story based on the learned model.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To introduce key words and expres sions related to the story. Step 1　Pre reading 1.Present a picture and a set of words and expressions (keep one's hair long, happiness, grow, smile, help others, do good, laugh at, cut it short) and ask students to predict the content of the story based on them. For example, ask they think the person in the picture is a boy or a girl and why he/she might keep his/her hair long. 2.Guide students to use the words and expressions to answer questions about the possible story elements such as the char acter's location and actions. Observe students' par ticipation and the quality of their predictions to assess if they can make reasonable guesses based on the given information. Check if they can understand and use the key words and expressions in their responses.
Purpose 1.To engage students' minds and make them actively involved in the learning process from the start. 2.To help them build connections between the visual and textual cues and the possible story content.
2.To understand the content of the story, including the character's actions, feelings, and the reasons behind them. Step 2　While reading 1.Ask students to skim the passage and choose the text type in order to develop their ability to quickly identify the genre of a text. 2.Provide tasks such as completing notes with words and expressions from the passage about the character's hair, people's reactions, what the character did with his hair, and why he did it. Also, ask questions like what“hope grew together with his hair”means and what the character will do to“grow happiness again”. 3.Organise a“Think and Share”activity where students discuss how they feel when reading the letter in the passage and what they can learn from it. Examine the completed notes and answers to the questions to assess their comprehension of the story details and their ability to extract and use information from the text. Listen to students' discussions in the“Think and Share”activity to evaluate their critical thinking and ability to express their thoughts and feelings about the story.
Purpose 1.To promote students' in depth understanding of the story and its themes, and to develop their ability to analyse and interpret literary works. 2.To encourage students to think independently and share their perspectives, which can enhance their communication and critical thinking skills.
3.To organise ideas and write a story based on the learned model. Step 3　Post reading 1.Ask students to answer a series of questions [When and where did the story happen Who is the main character of the story What did he/she do and what challenge(s) did he/she face How did he/she react to the challenge(s) What did he/she feel ] to organise their thoughts about their story. Then, ask them to use these ideas to write their own stories. 2.Provide a checklist for students to check their writing. Read students' written stories and evaluate if they can effectively organise the story elements and express their ideas clearly. Check if they can follow the writing steps and use the learned language and structures.
Purpose 1.To develop students' writing skills and creativity by providing them with a practical writing task based on the reading. 2.To help them learn how to structure a story and convey a message.
Homework Required: Polish your story writing according to the evaluation chart. Optional: Search the Internet for the similar news or information, write it in English and put it up in the class English corner.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



Presenting ideas & Reflection
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The text is centred around creating a book page about ways to be happy. It presents steps including different aspects. It also provides guidelines for organising ideas and concludes with a reflection on understanding happiness.
Why: By engaging students in creating a book page and reflecting on happiness, the text aims to instill values such as empathy, positive thinking, and the importance of spreading happiness. It also encourages students to express their understanding and use the target language to communicate about happiness.
How: The text employs a practical and structured approach. It provides clear steps and questions to guide the creation of the book page. The language is accessible and includes sentence structures and prompts from the unit.
Learning Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know about the structure of a book page.
2.understand the structure and content requirements of creating a book page about ways to be happy.
3.make a book page in groups and present your book page.
4.self reflect.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　
　　　　　　　　　　　　　　　　　　　　　　　　　
Learning Objectives Teaching Activities Effectiveness Evaluation
1.To know about the structure of a book page. Step 1　Lead in Initiate a free talk by asking students if they know how to make a book page and what elements are included in a book page. Observe students' par ticipation and responses in the free talk to assess their understanding of book pages.
Purpose To create a connection between the students' existing knowledge and the new topic of creating a book page about happiness.
2.To understand the structure and content require ments of creating a book page about ways to be happy. Step 2　Presentation 1.Explain the structure of the book page, including the introduction (stating the purpose), main content (body), and conclusion (giving a brief summary). Provide language tips and useful expressions for each part. 2.Divide students into groups and ask them to discuss the following questions: ·What makes you happy ·How can we help others be happy ·What is your advice for unhappy people Guide them to search for information and decide which ways to include in their book pages. Observe group discus sions to assess stu dents' ability to commu nicate effectively in English. Check if they can analyse and summarise their experience and ideas related to happiness.
Purpose To develop students' teamwork and communication skills. To promote critical thinking and self reflection on happiness.
(續表)
3.To make a book page in groups and present your book page. Step 3　Production 1.Let students make their book pages in groups. 2.Have students practise and present their book pages to the class. Organise a voting activity to select the best three pages and pre sentations, with a gift for the presenters. Observe students' responses and parti cipation in the voting to assess the impact and interest of the presentations.
Purpose To consolidate students' learning and ensure they have mastered the important language points and ideas covered in the lesson. To help them improve their writing and language skills in a more focused and practical way.
4.To self reflect. Step 4　Reflection 1.After completing this unit,students under stand more about the secrets of happiness. 2.To express their understanding, they can use words and expressions to talk about happiness, use the simple past tense to describe happy moments, share the meaning of happiness in their lives. Assess the depth of students' reflection and their ability to set realistic goals for future learning.
Purpose To help students consolidate learning and promote self reflection, encouraging them to continue growing in their understanding of happiness.
Homework Required: The class gather all the pages together and make a handbook of happiness together. Optional: By reading books and articles or searching the Internet, find three quotes about happiness and write down your understanding of these quotes.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　

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