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透過解決問題的步驟學生能夠發現問題並評估解決的方法

Q: What kind of a person are you?   

A1: I am outgoing and smart.

A2: I am an outgoing person.

(2.) 學生做異質性分組(約5~6人一組)
(3.) 老師搭配PPT舉例以正面形容詞和負面形容詞形容一個人的人格特質。
(4.)教師請學生在小組中分享自己觀察到的自我特質。

(2). Two friends use a red pen to circle what kind of a person you are.( 請兩位同學用紅筆圈出適合你的性格。)

Group members share with each other (小組成員互相分享)
2 to 5 students come to the stage to share (2到5位同學上台分享)

(1.) 請學生思考為什麼自己圈選的和同學圈選的相同和不同的地方，下次上課時進行週哈里窗。
(English Narrative) 
Teacher may say:
In today's activity, you know what kind of a person you are.
Please think 為何red circle and blue circle有的一樣，有的不一樣. 

第六節 Self Exploration

(1.) 請2~3同學分享自己的歸納分析，對於同學圈選與自己不同的部分。
Student may say I am an             ,            ,            and             person.
My friends say:  I am an             ,             ,              and             person.

(1.) 觀看“周哈里窗影片（此片長11分鐘26秒，但我們只觀看5分50秒）。
Teacher may say:
Students, we're going to watch Johari Window's video. Johari Window is designed to give you a better understanding of yourself and others.
(看完影片， 老師利用PPT進行周哈里窗的重點講解。）
Teacher may say:
After watching it, let’s review the points.
There are four areas:
Open: You and your friends know.
Hidden: You know. Your friends don’t know.
Blind: You don’t know. Your friends know.
Unknown: You and your friends don’t know.

(1).老師請學生拿出完成Unit 3 worksheet1-1-Personality搭配 -周哈里窗的步驟填空。
(2). 老師講解學習單內容:
Teacher may say:
Follow the steps and fill in the blank areas.
A. Open: You and your friends know.
B. Hidden: You know. Your friends don’t know.
C. Blind: You don’t know. Your friends know.
D. Unknown: You and your friends don’t know.

Teacher may say:

Tom, they say you’re passionate. Are you surprised?
Student may say:
I am surprised. Because I think I'm a little shy.
Teacher may say:
What kind of a person do you want to be?
Student may say:
I want to have a careful person. 

(1.) 老師回饋：希望你們從自己的角度和別人的角度中更深入地了解自己的好的特質和需要改進的特質，我們並不是完美的人。要接納自己多元的面貌，成就更美好的未來。
(2.) 學生運用社群媒體上傳資料至共用平台學生分享給海外的夥伴並請他,她給予回饋。
(3.) 寫心得感想：（搭配Unit 3  worksheet 2-2）

1. What do you think about your diversity?（對於自己的多元面貌有何想法？）
2. How do you feel about your own negative personality? （你如何看待自己的消極特質？）
3. Which personality would you like to have in the future? How do you do it?（未來你想擁有什麼樣的性格？你怎麼做呢？）
4. What do you think differently through the exchange of  worksheets?
（透過學習單交流，你有什麼不同的想法？）

學生能用觀察到自我特質對於自己和他人有不完全相同的情形。

第七節: 航向未來(Sail To A Future)

WHAT JOB IS THE BEST FOR YOU? Personality Test Quiz - 1 Million Tests (5:42mins)
https:,,www.youtube.com,watch?v=2TS2vh4wkek
老師發下學習單讓學生跟著影片做一個約6分鐘的職業小測驗(搭配學習單Unit 3 worksheet 3-1)
老師請學生分享他們測驗完之後的結果
Student may say:
My score is 24.
The best job for me might be a reporter .
老師進一步問學生你們將來想從事什麼樣的職業?為什麼？
Teacher may say:
What do you want to be in the future?
Why do you want to be _________?    
Student may say:
I want to be a lawyer. Because it is cool, interesting,making a lot of money.
Activity 2: My Future Job(搭配學習單Unit3 worksheet 3-2)（參考資料來源：https:,,epaper.tc.edu.tw,application,show-article?id=3151）
老師先講解學習的內容，之後老師提供網路找工作的平台（1111人力銀行）並示範如何操作。
老師搭配PPT講解示範如何在1111人力銀行搜尋資料 之後讓學生寫學習單
Teacher may say:
There are three questions.
First, please go to (1111 Human Resources Bank) to search for the job. Write down job title, company name, and work requirements.
Second, write down why do you want to be this.
Finally, write down how, like you want to be a lawyer and you need to study a law book.
Oral sharing: 學生互相分享學習單的內容之後老師邀請一位同學到台上分享。

(1.) 老師請學生與韓國學伴交流未來工作學習單（Unit 3 worksheet 3-2）並運用社群媒體共用平台互相留言回饋。
(2.) 學生寫課後心得 (Unit 3 worksheet 3-3)
1.在規劃未來職業任務時，你有什麼感想？
2. 提出個人對於韓國學伴的未來職業規劃的看法？