本影片所學為位置的相關單字，透過尋找復活節彩蛋的活動(Easter Egg Hunt)，學習描述位置關係的介系詞-in, on, under, by和教室物品的字詞如computer desk, drawer, chair, phone, bag。以影片為例，在電腦桌上的彩蛋，可以用"on"描述，例如It's on the computer desk.；在書桌抽屜裡的彩蛋可以用"in"描述，例如It's in the drawer.；在椅子底下的彩蛋，可以用"under"描述，例如It's under the chair.；在電話旁的的彩蛋則可以用"by"描述，例如It's by the phone.。影片的最後讓學生根據圖片回答出彩蛋的正確位置。

本影片所學為時間相關字詞-o'clock, ten, twenty, thirty, forty, fifty，藉由主角Mary紀錄一天的生活的情景，了解主角日常作息，並讓學生學習幾點幾分的說法。影片的最後讓學生根據敘述及圖片回答出正確的時間。使用的句型包含: It’s six fifty! It’s time for Mary to brush her teeth.／It’s seven forty! It’s time for school.／It's ten ten. Mary and her friends have a good time.／It’s twelve o'clock. Mary is hungry. It’s time for lunch.／It's twelve forty. It's time to take a nap.／Mary goes home at three fifty in the afternoon.

本影片所學為年齡相關字詞-thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen years old，透過露營時新朋友進行自我介紹的情境，學習數字thirteen到nineteen的說法以及介紹年齡的句型I'm _____(years old).，影片的最後讓學生依據人物年齡(數字)由大而小排列出正確的順序，並回答出最年輕(the youngest)及最年長(the eldest)的人物。來應用所學單字。使用的句型包含：This is Doris. She is thirteen years old. ／This is Jenny. She is fourteen years old. The boy next to her is her brother. He is Jerry. Jerry is fifteen.／This is Emily. She is sixteen years old. ／This is Ben. He is seventeen years old. ／I’m Mandy. I’m eighteen.／This is Andy. He is nineteen years old.

認識新竹在地展演空間，雖然空間不大，但卻是最容易接觸到藝術的空間，這兩個展演空間，分別是台灣本土藝術家的展覽空間，同時也會結合其他藝術家的作品展出。241空間則是以豐富多媒體科技藝術展為主軸，持續推出新穎又不失傳統美術技巧的藝術作品，建構全新新竹特展空間！

本影片所學為房間名稱相關字詞-bedroom/ living room/ kitchen/ bathroom/ dining room，透過介紹主角Becky理想中的房子為情境，讓學生學習每間房間對應的單字與功能。影片的最後透過圖片以及敘述，讓學生選出Becky以及Tom所在的房間名稱。使用的句型包含：She wants to have a big bed in her bedroom. She can sleep well in her bedroom.／When she wakes up, she goes to the kitchen to see what she can eat for breakfast.／Then, she goes to the dining room to enjoy her breakfast.／Becky always remembers to brush her teeth in the bathroom after eating something.／At last, there is a big living room in her house. With this living room, she can invite her friends to her place.

本影片所學為能力相關字詞，透過影片介紹每位家庭成員喜歡做的事情，帶出動詞jump/ write/ swim/ sing/ read/ dance，並補充說明他們擅長與喜歡的項目為何。影片的最後透過圖片，讓學生回答出空格中應填入的動詞。使用的句型包含：I like to jump. I can jump on the trampoline. ／My father likes to write. He likes to write calligraphy.／My sister likes to sing. She can sing beautifully.／My brother likes to read. He likes to read stories.／My grandparents like to dance. They like to dance together.／My mother likes to swim. She can swim well.

本影片所學為動物與日常生活相關字詞，以學生在動物園中觀察動物為情景，介紹多種動物(rabbit/ koala/ elephant/ horse/ dog/ pig/ cat/ cheetah)與可應用在日常生活中的動詞(eat/ sleep/ drink/ run/ walk)，同時也補充動物的相關習性與知識。影片的最後透過動物的圖片，讓學生回答出空格中應填入的動詞。使用的句型包含：I’m a rabbit. I can eat carrots all day long.／I’m a koala. I like to sleep.／I’m an elephant. I like to drink water. I use my trunk to drink water.／I’m a horse. I like to run. I can run very fast.／I’m a dog. I like to walk.／I’m a cat. I like to sleep. I sleep almost 15 hours a day.／I’m a pig. I like to eat. I can eat a lot.／I’m a cheetah. I like to run. I can run faster than a horse.

本影片所學為水果相關字詞- pineapple(s)/ watermelon(s)/ star fruit(s)/ dragon fruit(s)/ strawberry(strawberries)/ blueberry(blueberries)，介紹水果的生長環境，例如鳳梨、西瓜、草莓都是生長於土壤的水果，楊桃則是生長於樹上。以及水果相關的小知識，像是鳳梨可以製作鳳梨酥 (pineapple cake)、楊桃可以製作為楊桃汁(star fruit juice)，以及藍莓馬芬在美國是最受歡迎的馬芬。影片的最後透過比較100公克中蘊含的卡路里，讓學生將水果根據數量由大而小排列順序。

本影片所學為水果相關字詞- apple/ banana/ papaya/ grape/ orange/ guava，介紹水果的生長環境，例如蘋果、香蕉、木瓜、柳丁、芭樂都是生長於樹上的水果，葡萄則是生長於葡萄藤蔓。以及水果相關的小知識，像是木瓜籽是可以食用，但宜適量食用的；英文的oranges 是中文所稱的柳丁而非橘子。影片的最後透過比較100公克中蘊含的卡路里，讓學生將水果根據數量由大而小排列順序。

本影片以深入淺出的方式介紹傳統剪紙藝術。內容從剪紙的歷史脈絡切入，說明其自漢代萌芽，於明清盛行，並廣泛應用於年節、婚嫁與生活裝飾，象徵吉祥與祈福。影片呈現多樣化的作品範例，包含窗花、節慶圖案，以及人間國寶李煥章老師的精緻創作，展現台灣剪紙作為無形文化資產的價值。除了本土特色，也比較中國高密與佛山剪紙的不同風格，並介紹瑞士黑白剪影與墨西哥彩色剪紙，拓展學生的國際視野。影片進一步連結當代藝術，呈現楊士毅、陳治旭、洪新富等藝術家如何將剪紙延伸至大型裝置、空間設計與現代美學，讓學生理解傳統藝術在當代的轉化與延續。最後，影片示範陰刻、陽刻與連續紋樣等技巧，並鼓勵學生動手嘗試，培養觀察、創造與文化欣賞能力。影片內容兼顧傳統與創新，既能引導學生理解文化內涵，也能激發學習興趣與創作動機。

⚫ Within the framework of core competencies outlined in the national curriculum, and emphasizing autonomous action—particularly “A1 Physical and Mental Wellness and Self-Advancement”—students in general junior high schools participate in career planning education as the central theme. This approach encourages students to explore their personal interests and strengths and link them to the lesson content. Through this connection, students can apply what they have learned and showcase their achievements in foreign language learning. ⚫ Under the framework of core competencies in the general outline, focusing on symbols expression, particularly “B1 Semiotics and Expression,” General Junior High School utilizes reading and analysis by applying “Time Usage” to guide students’ attention to express time as the teaching objective. ⚫ Under the framework of core competencies in the general outline, focusing on teamwork, particularly “C2 Interpersonal Relationships and Teamwork,” students from General Junior High School utilize English as a tool to enhance their knowledge and expand their Interpersonal Relationships. During the teaching process, students work in groups to express harmonious interaction with others.

詞義[九]／偏義複詞1

詞義[九]／成語義2

詞義[九]／成語義1

詞義[九]／指代詞

詞義[九]／反義詞