The document discusses Connecting Classrooms, an international education program that partners schools in Taiwan with schools in other countries. It provides details about the program's goals of enhancing students' English skills, broadening their international perspectives, and preparing them for a globalized world. It then describes one school's experience participating in the program, including activities where students learned about each other's cultures through guided writing lessons on topics like traditions and tourism.

1. Teachers’ Workshop, Taipei County 林彥良 Eric Lin Section Chief of Curriculum & Instruction, Hua-ren JHS Consulting Teacher of English Instruction, Hualien County Member, MOE Curriculum & Instruction Consulting Committee Connecting Classrooms -Making the World Closer

2. 台灣人的瘋狂國際觀

3. 天下雜誌「台灣人的國際觀」調查 約 80% 的人不知道聯合國的總部在哪個城市。 約 80% 的人不知道每年諾貝爾獎在那個城市頒發。 約 80% 的人不知道世界最大的雨林在哪一洲。 約 67% 的人不知道新加坡的現任總理是誰。 約 60% 的人說不出現任中國國家主席是誰。 約 60% 的人不知道德國用的貨幣是歐元。 約 60% 的人不知道 2004 辦過奧運的雅典在哪一洲。 美國首都？ 2012 奧運？ 澳洲首都？

4. We are the people we’ve been waiting for

5. Outline Introduction to Connecting Classrooms Project International Education Expo Global Education@Hua-ren Effective Guided Writing Lessons Writing Activities

6. What is Connecting Classrooms? Connecting Classrooms builds lasting partnerships between groups of schools in the UK and others around the world. Through these partnerships, the programme develops trust and understanding between different communities, and gives young people the skills and cultural awareness they need to live and work in a global society.

7. Clusters in Taiwan 4 Taipei County Nottingham & Gyeonggi Taipei City Belfast & Tokyo Changhua County Kent & Incheon Tainan City Norfolk & Kumamoto Kaohsiung City Sefton &Seoul Hualien County Cumbria & Sendia

8. Why Connecting Classrooms? Enhance students’ English to get connected to the globe Broaden students’ international horizons Arouse students’ awareness of the current environmental issues Forge students’ critical thinking and problem-solving abilities Prepare our youngsters for tomorrow’s world

9. Our vision is that the people of the UK should have the knowledge, skills and understanding they need to fulfil themselves, to live in and contribute effectively to a global society and to work in a competitive, global economy. ( Department for Education and Skills (DfES) , 2004)

10. Three Key Goals: Goal 1: Equipping our children, young people and adults for life in a global society and work in a global economy Goal 2: Engaging with our international partners to achieve their goals and ours Goal 3: Maximising the contribution of our education and training sector and university research to overseas trade and inward investment

11. 臺灣中小學國際教育白皮書架構 七大目標 八大主軸 一、培養學生世界公民的意識 二、加強學生跨文化溝通和交流的能力 三、提昇學生適應全球化的生活與國際的競爭力 四、喚起教師探究國際資源的能力 五、拓展教師國際視野的教學創新力 六、強化學校應用國際教育資源的能力 七、促進學校教育的國際化 http://www.epa.ntnu.edu.tw/980922-1022/resume.pdf

12. Global Education@Hua-ren Guided Writing Lessons

13. How it all began 10 j unior high schools from Hualien County Contact Seminar in Taipei (Oct. 1 4-18, 2008)

14. Our Cluster - Creating international partnership with schools in Cumbria ( UK ) and Sendai (Japan)

15. Mini Contact Seminar in Sendai (Feb. 8-13, 2009)

16. Project Planning in Hualien (Feb. 8-13, 2009)

17. Forum of the Project

18. Sendai-Hualien-Cumbrian Connecting Classrooms Moodle

19. Before designing the lessons… Thanks to the new English Curriculum Guidelines, writing skills have become increasingly important. What strategies can teachers employ to face this change? For learners with low English proficiency levels, how can they learn to write and communicate with foreign friends? Children from aboriginal tribes do not know where English is used . … writing should be primarily a means of communication. --Raimes (1985)

20. Curriculum Plan Topic 1: All About Me Topic 2: Tourism & Leisure Activities Topic 3: Aboriginal Culture Topic 4: My Favorite Bento Box Meeting every Wednesday afternoon Integrating different learning areas Connecting Classrooms -Making the World Closer

21. Pre- and Post-tests 一、挑錯： Ex ： He am a student. -> is 二、句子重組 Ex ： are ? What doing you -> What are you doing? 三、造句 ( 請以下列的單字造句 ) Ex ： mother -> Helen always helps her mother with the housework. 四、看圖回答問題 五、依提示回答問題 Ex ： You are a student. （改為否定句）

22. Topic 1 - All about me cooperating with Science & technology teachers 1. applying for an account 2. uploading photos and writing their personal info 2. Making a business card 1. From reading to writing 2. Parallel writing 4-2-3 Write simple greeting cards and letters (including e-mails), etc. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 6-2-4 Know how to use English dictionaries. Content Writing Activities Competence Indicator

23. Making a Business Card 填寫自己的基本資料，並懂得運用網站工具，查詢姓名中譯英以及地址中譯英 E-MAIL ADDRESS MOBILE BLOG SCHOOL NAME ENGLISH CHINESE

24. Handmade Business Cards

25. Prewriting ： 文章解構 ※ 請依據上文完成以下圖表 About Me Name: __________ Age: ________ Grade: _______ School Life Family Members Interests Future Plan breaking down the article

26. Connect Reading and Writing “ By reading and studying a variety of relevant types of text, students can gain important insights both about how they should write and about subject matter that may become the topic of their writing.” (Brown, 2001, p.347) Providing as much authentic writing as possible

27. Write about Myself: Guided questions

28. Survey & Write

29. My New Friend & I Pets Favorite Sport Favorite Subject Hobbies Age Favorite Food Future Plan Favorite Color Name My New Friend I

30. Students’ Works

31. Topic 2 ： Tourism & Leisure Activities cooperating with Social studies teachers 1. Students introduce their favorite scenic spot in Hualien and describe the activities they do there. 2. Students introduce local snacks. 1. Paragraph Writing 2. Writing an invitation letter 4-2-4 Translate simple Chinese sentences into English. 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. Content Writing Activities Competence Indicators

32. Paragraph Writing Learn topic-related words in groups. Practice sentence patterns. Organize the ideas. Build up sentences. Follow a general organizational plan as they write.

33. Match and Fill in: Scenic Spots 南濱公園 Nanbing Park 光復糖場 Guangfu Sugar Refinery 七星潭 Chishingtan Coast 兆豐農場 Chao-feng Farm 立川魚場 Li Chuan Fishing Ground 鯉魚潭 Carp Lake 秀姑巒溪 Xiuguluanxi 太魯閣國家公園 Taroko National Park

34. Match and Fill in: Activities go hiking, see the swallows, go rafting, trace the clams, roller-blade, go bicycle riding, take a hot spring bath, feed the fish

35. Sentence Patterns amazing. Taroko National Park rapid. The stream of Xiuguluanxi beautiful. is Carp Lake there. go hiking go rafting enjoy the natural view enjoy the fresh air I love to = How great the place is! What a great place (it is)!

36. Example 1 Taroko / see the swallows Taroko National Park is beautiful. I like to see the swallows there. 1. Chishintan Coast / go bicycle-riding Chishintan Coast . I love to along the coast. 2. big……fish What a ( )! = How !

37. Paragraph Writing 1. Choose a topic. _____________________________________ 2. Plan a paragraph. a) Write a topic sentence. _____________________________________ b) Write some supporting ideas & examples. _____________________________________ _____________________________________ c) Write a closing sentence. _____________________________________

38. Organize your own ideas. My favorite place: Taroko National Park unique gorge scenery clear river go hiking enjoy the fresh air go swimming feel comfortable and relaxed What a great place it is!

39. My favorite place in Hualien 1. Choose a topic. My favorite place in Hualien 2. Plan a paragraph. a) Write a topic sentence. My favorite place in Hualien is Taroko National Park. b) Write some supporting ideas & examples. It has unique gorge scenery and clear river. I love to go hiking there to enjoy the fresh air. Also, I can swim in the clear river beside the gorge. These really make me feel comfortable and relaxed. c) Write a closing sentence. What a great place it is!

40. Making a Travel Plan shrimps papaya milk ． Enjoy the fresh air ． Ride a bike ． _____________ Carp Lake rice dumpling _____________ ． Enjoy a hot spring ． Go rafting ． _____________ Rui-Suei coffee meat ball soup ． Go hiking ． See the swallows ． Swim in the river Taroko National Park What to eat What’s fun Place Date

42. Joint Field Trip

43. Topic 3 ： Aboriginal Culture cooperating with Social studies teachers 1. Students learn about aboriginal tribes, festivals, traditional clothes, and food. 2. Students read the aboriginal stories and retell them. 1. Picture Writing 2. Story map / story Writing 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 7-2-1 Use simple English to introduce local and foreign customs and practices. Content Writing Activities Competence Indicators

44. Write About the Picture

45. Brainstorming Topic: Harvest Festival WHO? My family and I HOW? excited & crazy WHAT? Have a barbecue sing & dance play the flute drink wine WHERE? Da-shin Park Amis Tribe WHEN? Aug. 10, 2008 TENSE? □ Present □ Past □ Future □ Progressive Point of view? □ 1st person □ 3rd person

46. Begining Topic sentence : Joining a Harvest Festival with family is a lot of fun. I went to Amis Tribe to join the Harvest Festival with my family last weekend. __________________________________________ Why did you have the activity? Because __________ It is very important for me, an aboriginal student. I went there because I love dancing and singing. __________________________________________ This was my _____ time to join such a great Festival, and everyone was so crazy and excited.

47. Body This is the picture taken there. There are ___ people in it: my father, ________, and so on. My father was ____________ under the tree. My mother and aunts ____ ________ and _________. Best of all, we ________________ drank a lot and played interesting games sang and danced happily ate much Amis handmade mochi ____________________________ It was so _____ that ________________. exciting crazy delicious ________ I sang and danced for more than 6 hours. I drank that much and couldn’t stand firm. I can’t move my finger. __________________________

48. Ending After the activity, ____________ I helped clean up the park. My father took me home because I was drunk. _____________________________________ This was the greatest activity that I’ve ever joined. Above all, ___________ My family and I had the most precious memory we shared together. I learned how to make delicious mochi. ___________________________________ Of course, I ________ really look forward to the Festival next year. hope to have more activities like this every weekend. __________________________________________

49. Write About the Picture 請貼一張豐年祭你與族人同樂的照片，並以小組為單位描述照片。

50. Story Map from reading to writing

51. Story Writing

52. Retelling the Story Step 1 ： Story analyzing Who? What? Where? When? How? Why? Key words & sentences Step 2 ： Outline Step 3 ： Story Board Step 4 ： Story Web Step 5 ： Story Retelling 萬榮國中英語故事志工

53. Hualien E-book

54. Knowing more about aboriginal culture  Impact: raise awareness of students’ identity. Mogi-making Aboriginal Story Show Woodcarving

55. Topic 4 ： My Favorite Bento Box cooperating with Health education teachers 1. Students design and introduce their favorite lunch boxes. 2. Students learn the similarities and differences of diet culture between countries. 1. Picture Writing 2. Story Writing 4-2-5 Write a brief paragraph according to cues. 5-2-6 Read and fill out simple forms. 6-2-3 Interested in worldwide exotic customs and cultures, and glad to approach them and learn from them. 7-2-1 Use simple English to introduce local and foreign customs and practices. Content Writing Activities Competence Indicators

57. Draw & Write- Bento box design Design a healthy lunch box and describe the food in English.

58. Bento box cover design

59. Fun Food & Boxes

60. Framing the techniques in terms of prewriting, drafting, and revising stages Prewriting stage Reading a passage (Skimming/ scanning) Semantic maps/ story maps Brainstorming Listing (in writing – individually) Clustering (free association) Survey and write Working in a group

61. Drafting stage Parallel writing Picture writing Co-authoring Guided questions Revising stage Peer-reviewing for content Instructor’s feedback Editing for grammatical errors Proofreading “ Read aloud” technique

62. Adding Some Zip! 為句子加點活力吧 ! Taroko is beautiful. >>Taroko National Park is so beautiful that a large number of people visit there every year. Pesto is a sauce. >>Pesto is a thick sauce made with garlic, cheese, and herbs. The cookie was good. >>The cookie was so good that I couldn’t stop eating it. I love to go to Nanbing Night Market. >>I love to go to Nanbing Night Market because there are various local snacks there.

63. Learner Outcomes Connecting Classrooms Project Attitude Skills Knowledge

64. CC as an agent of change….Attitude More confident, more friendly, more tolerant, more open-minded, more independent Know and care more about our own communities Understanding the spirit of team work Excited to know about other countries Looking forward to searching information on the Internet

65. CC as an agent of change…Knowledge Various cultures from other countries Latest world news/issues Other languages Tourist attractions Geography, religious, and cuisine Meaning of being a global citizen

66. CC as an agent of change…. Skills Improvement in ICT skills Communication skills Language skills (Vocabulary, LSR&W skills, grammar) Leadership skills Bonus! Typing skills / craft / art / cooking

67. Challenges we are confronted with Students’ insufficient English ability Teachers’ workload and limited class hours Lagging of active communication among clusters 9th graders can’t continue to participate in the project because the majority of their time needs to be devoted to the up coming BC test.

68. Writing Activities for different levels

69. Writing Activities When Phonics meets Writing Handmade picture books Teaching with picture books From Listening to Writing From Reading to Writing From Speaking to Writing Teaching for GEPT

70. When Phonics meets Writing Provide decodable connected text for applying their knowledge of learned sound-spelling relationships.

71. Words introduced in a meaningful context

72. Making sentences c a t / f a t  The cat is fat. b a d / d a d / m a d  I am bad, and dad is mad. v e t / n e t / p e t  The vet has a net and a pet. k i ss / b i g / p i g  I kiss a big pig. u ncle / l u cky / f u nny  Uncle Tom is lucky and funny.

74. Handmade Picture Book A page with a sentence and a picture I am Jack. I can draw.

75. Picture books Brown bear, brown bear, what do you see? I see a red bird looking at me. Red bird, red bird, what do you see? I see a yellow duck looking at me. Yellow duck, yellow duck, what do you see? I see a blue horse looking at me. Blue horse, blue horse, what do you see? I see a green frog looking at me. Green frog, green frog, what do you see? I see a purple cat looking at me. Purple cat, purple cat, what do you see? I see a white dog looking at me. White dog, whit dog, what do you see? I see a black sheep looking at me. Black sheep, black sheep, what do you see? I see a gold fish looking at me. Gold fish, gold fish, what do you see? I see a teacher looking at me. Teacher, teacher, what do you see? I see children looking at me. Children, children, what do you see? I see a brown bear, a red bird, a yellow duck, a blue horse, a green frog, a purple cat, a white dog, a black sheep, a gold fish, and a teacher looking at us.

76. Write your own picture books Green turtle, green turtle, what do you see? I see a grey elephant looking at me. Grey elephant, grey elephant, what do you see? I see a white rabbit looking at me. White rabbit, white rabbit, what do you see? I see a black snake looking at me. Black snake, black snake, what do you see? I see a pink pig looking at me. Pink pig, pink pig, what do you see? I see an orange fox looking at me. Orange fox, orange fox, what do you see? I see a green turtle, a grey elephant, a white rabbit, a black snake, and a pink pig looking at me. Green Turtle, Green Turtle, What do You See?

77. I'm a Magician. Match & Say Telephone Line Lazy Susan Monster Company / Draw & Guess Shopping game Survey— What did you do yesterday? I _________ yesterday. Information Gap Activities for teaching Grammar & Sentence Patterns

78. Match & Say 6. We 5. They 4. You 3. She 2. Eric 1. I 6. funny. 5. handsome. 4. angry. 3. students. 2. a student. 1. a teacher. am are is

79. INFORMATION GAP A B $ 45 $ $ $ $ 40 $50 $ 25 $ 35 $ $ $ 60 $ 55 $ 15 $ $ $ 25 $ $ 30

81. 1 2

82. Spot the Difference There are some differences between these two pictures. Can you find them? There are two pink balloons in Picture 1, but in Picture 2 there is one pink balloon. There are three clouds in Picture 1, but there are two in Picture 2. The eyes of the big car are different.

83. Topic: Fashion and Media Susan Boyle – Britain’s Got Talent 2009 What’s her name? Is she from a big town? How old is she? What’s her dream? Who is the successful singer she wants to be? Why hasn’t her dream worked out so far? What song did she sing? Write down three adj. words from the judges. How do you feel about her performance?

84. Larry King’s questions for Elain Paige: Were you watching the show? Do you think she sounds like you? Would you disagree with people who would want to make her over? Would you do a concert tour with Susan? If we can teach her to act, she is certainly made for the stage. Don’t you think? Are you gonna put her on your radio show? Listening activities Elaine Paige talks to Larry

85. Watch, Listen & Answer Questions to be answered: Who is Susan Boyle? Why would Susan mention Elain Paige in the “Britain’s Got Talent” program? Does Elain think there is similarity between her voice and Susan’s? What does Elain think about people’s make over of Susan’s appearance? What does Elain plan to do afterwards?

86. Reading Schedule 每週金句 Description of the contents Date:_________ Page:_________ My favorite sentences _________________ _________________ _________________ Title: ____________ Date:_________ Page:_________ My favorite sentences _________________ _________________ _________________ Date:_________ Page:_________ My favorite sentences _________________ _________________ _________________

88. Step 1: Key Vocabulary Words Friday, train, Kaohsiung, relatives Saturday, rain, play cards Sunday, sunny, swim, beach

89. Who is/are involved in the story?  What did they do?  Where did the story happen?  How did the people go there?  Step 2: 5 W 1 H Questions

93. Step 6 Writing a concluding sentence

94. GEPT website http://www.lttc.ntu.edu.tw/teacher/mayteacherR/teacherworkshop.htm Teaching resource and activities Have students rewrite their work

95. 雲林縣立虎尾國中黃珮真老師

97. 台北市民生國中葉芳吟、初恒翠老師

98. 新竹市立虎林國中 許嘉齡老師 10 分鐘便利貼英文寫作法

99. 評分重點： 1. 文章內容豐富。 ( 故事能讓讀者有所感動或認同 ) 2. 故事串連順暢 3.“Used to” 運用得當且正確。 4. 單字用字正確且拼字無誤。 20% 總計分 4% 字彙拼字 4% 文法句構 6% 組織 6% 內容 得分 項目

100. Global Citizens Connected Futures International Education Expo 25-30 Nov. 2009

101. The guests were warmly welcomed by an Amis aboriginal dance show. 25-27 Nov. 2009, Hualien

102. Aboriginal weaving and cuisine

103. Community Visit: tea garden tour

104. Setting up, assembling and decorating the booths for the Expo’ 28-29 Nov. 2009, Taipei

105. Cooperative leaning with students from different countries

106. It’s not about what we can learn from them, but what we can learn about living from one another. This partnership has really helped us change attitude and values.

107. Seeing is believing; by getting involved and experiencing the world in person, one gets a better global outlook which is far more worthy than just doing good on academic work.

108. Because of Connecting Classrooms… 因為教室連結 花蓮有機會邀請世界到部落 因為教室連結 弱勢的孩子有機會與世界交朋友 因為教室連結 後山的孩子看見希望，相信自己也能前進世界 因為教室連結 孩子的夢想沒有界線，遼闊學習殿堂倏然浮現

109. 結語 透過國際交流與網路社群，提供 有目的的語言溝通機會 ，提升英語競爭力。 跨領域整合，透過多樣性的趣味活動，引導孩子學會 組織與表達 ，循序漸進引導孩子進入英語寫作的世界 ， 讓孩子樂在寫作 。 從本土出發 ，透過跨文化交流，孩子更認識及認同自己的文化 、 環境與特色。 透過國際教育點燃弱勢孩子的希望， 用自信與世界交朋友 ，相信自己也能前進世界。 培養孩子 以全球觀的角度來看待世界 ，從多元中學習 尊重與包容 ，豐富美麗的人生。

110. Eric Lin Website: http://english.hlc.edu.tw/eric/ Email: [email_address] Mobile: 0919355627 Thank you !