【牛頭班數學老師!】

另外的相關介紹:  http://www.missu.co.com/show/67212
真實故事在1988 年被拍成電影



給學生成功的渴望：一代名師艾斯卡蘭堤 ◎李甄彥／整理報導 

「如果你沒有成功的渴望（ganas），我會給你，因為我是專家。」這是美國八○ 

年代電影《為人師表（Stand and Deliver）》的一句經典台詞。這部電影讓一位教師成為全美家喻戶曉的明星，他就是玻利維亞裔美國教育家吉米‧艾斯卡蘭堤（Jaime Escalante）。上月三十日，七十九歲高齡的艾斯卡蘭堤因膀胱癌在洛杉磯去世，美國各大媒體都在第一時間向這位偉大的教師表示悼念。美國總統歐巴馬也立刻發表唁電，痛惜一代師表的離去。 

「他是那個年代最有名、最有影響力的美國公立學校教師。」曾為艾斯卡蘭堤作傳的《華盛頓郵報》教育主筆傑伊馬修在訃文中寫道：「艾斯卡蘭堤是一個生性活潑、幽默俏皮的玻利維亞人，四十四歲的時候，他開始在美國的中學教書，把一所全國成績最差的高中，轉變成了提高貧困學生學習成績的模範學校，一九八八年，他的事蹟透過電影《為人師表》傳遍了美國和全世界，激勵了成千上萬的教師。」艾斯卡蘭堤並於一九八八年榮獲全美最佳教師獎。 

打破貧民學生教育藩籬 

艾斯卡蘭堤最為人稱道的故事，當推他在學生家境與程度普遍低劣的加州嘉惠爾高中開辦AP微積分班，遭到校方反對；在艾斯卡蘭堤之前，美國的大學先修課程（指在高中開設的大學水平課程，縮寫為「AP」）通常是私立學校高材生的專利。但他不放棄，每天早出晚歸的他自籌經費硬是開辦，結果學生從五人一路增至滿額。更驚人的是，最初五位學生修課，兩人通過考試。後來九位學生中七人通過考試，繼而十五位學生十四人通過考試。一九八二年十八位學生通過AP微積分考試，如此佳績引起當局懷疑。艾斯卡蘭堤鼓勵學生真金不怕火鍊，以重考證明自己的實力，結果十四人重考十二人過關。 

艾斯卡蘭堤打破了美國城市貧民學生無法學習高難度數學的窘境。在他教職生涯的最高峰，他執教的嘉惠爾高中，通過AP微積分考試的學生人數超過了老牌名校；而嘉惠爾高中，百分之八十五的學生來自低收入家庭，極少有家長讀完六年級。不僅如此，他的很多學生後來進入了哈佛、耶魯、麻省理工學院、伯克萊、南加州大學、加州大學洛杉磯分校等名校。而艾斯卡蘭堤成功的祕密，馬修認為，很大程度上歸功於他能夠讓學生每天放學後，願意到他的教室裡繼續學習，並在周六和暑假也來上課，為AP微積分備考。艾斯卡蘭堤用教學熱情與實際行動，證明了窮學生的教育弱勢，可以用更多的激勵、更多的學習時間去戰勝。 

以熱情改變學生命運 

艾斯卡蘭堤曾說，學生最需要的是ganas—在西班牙語中，這個詞的意思是成功的渴望。他認為學生需要一個挑戰，他能把它給他們。他做到了，年復一年。誠如歐巴馬在唁電裡所說：「儘管我們大都透過電影知道他教導貧民學生微積分的事蹟，但那些曾被他改變命運的學生，是他一生付出的真實見證。在其整個教師生涯中，艾斯卡蘭堤為他的一個個學生，開啟了通向成功和高等教育之門，證實了一個人能走多遠，不會受限於他從哪裡來。他把知識傳遞給學生，更重要的是，他讓他們找到了實現自身潛能的激情與決心。」 

生性幽默的天生教師 

艾斯卡蘭堤一九三○年出生於玻利維亞的拉巴斯，曾為他作傳的《華盛頓郵報》教育主筆馬修認為，他是一個「從生性幽默、熱愛運動的年輕人成長起來的天生教師（natural teacher）」。 

艾斯卡蘭堤的第一份工作是在衛理公會教派創辦的一所學校教物理，沒有課本，那時他才二十一歲。他在拉巴斯成為一位很受歡迎的科學教師，經常趕場，上午在一所學校，下午在另一所學校，晚上還要去上補習班。 

移民美國 

教師資格無用武之地 

在妻子法比奧拉的安排下，一九六四年他三十四歲時，全家移民到美國加州，因為兩個妻舅已經先移民到那裡。艾斯卡蘭堤到美國後，發現他在玻利維亞的教師資格無法讓他在美國的任何一所學校任教。 

他花了十年時間學習英語，重新念了大學，他先在帕薩迪納市立學院（Pasadena City College）的夜間部，修得生物學學位，然後白天在一家電腦公司上班，晚上則繼續在加州大學攻讀微積分，同時再利用課餘去參加教師培訓，最終被洛杉磯聯合學區錄用為合格教師。 

一九七四年，艾斯卡蘭堤來到嘉惠爾高中沒多久，該校就因學校管理混亂，瀕臨被撤銷資格的命運。在嘉惠爾高中，沒有人注意到這位禿頂、有著厚重口音，專教全校成績最差學生基礎數學的老師。但新的校長卻注意到了，他發現艾斯卡蘭堤的教室裝飾得很有特色，牆上掛滿了體育明星海報和激勵性的標語。 

教學方式活潑逗趣 

至於他的教學方式，也許從電影《為人師表》裡的情節可略窺一二，例如為了引起學生對數學的興趣，他會扮演廚師，說明數學的有趣；用一顆蘋果的切片來說明分數的觀念；用同學會有幾位男朋友或幾位女朋友來說明代數的應用。或是把學生統統趕到教室後方，等待老師進一步的指示，以進行玩遊戲學數學等。如果有人表現不佳，他會走到學生身邊，小聲地告誡，而非大聲斥責。正由於其教學方式相當有創意且逗趣，不僅啟發了學生學習數學的興趣，也拉進了師生間的距離。 

此外，由於班上多數學生都不敢指望自己有美好的未來，艾斯卡蘭堤一方面不斷灌輸同學只要能通過考試，未來就有希望的信念；一方面則以過人的毅力、耐心及創意教學，讓學生建立起對未來的信心與希望。 

不過艾斯卡蘭堤並非全然沒有挫折，據說他初到嘉惠爾高中時，曾因學生不肯做預習而感到沮喪，甚至告訴前雇主希望回到原來的電腦公司，直到後來有愈來愈多的學生願意隨他上代數課，才令他改變主意。 

私下個性嫉惡如仇 

至於艾斯卡蘭堤的個性，從以下事蹟也可感受到。據媒體報導，當他成為全國明星後，跟阿諾史瓦辛格和詹姆斯卡麥隆（著名導演）等名人交往甚密，卻招來了學校其他教師的嫉恨。他也毫不猶豫地向校長舉報其他教師在辦公室從事房地產交易，其嫉惡如仇的個性可見一斑。 

艾斯卡蘭堤於一九九一年離開洛杉磯，在一個督學的引薦下，前往加州首府沙加緬度。退休後，他往返於加州和玻利維亞。他開玩笑說，幾所學校都以他的名字命名，卻沒有給他一分錢。當年的學生提起這位讓他們脫胎換骨、改寫人生篇章的數學老師都滿懷感激，他們也在獲悉老師罹癌後伸出援手，捐款替他治病。 

而深受艾斯卡蘭堤感召，嘉惠爾高中許多學生取得大學或碩士學位後，也投入教育界。校友們甚至主動到東洛杉磯社區學院、每年暑假舉辦的艾斯卡蘭堤免費數學班當老師，教導低收入新移民家庭的孩子學習代數、三角幾何與微積分。 

去世引發教育討論 

艾斯卡蘭堤的去世，在美國引發了一場關於教育的討論，焦點集中在如何獲得優秀的教師。《洛杉磯時報》的文章指出，歐巴馬政府要改善美國的師資，與其強調在教師評估中納入對學生考試成績的考核，還不如重視改革優秀教師的養成，包括師範生的錄取政策、師範院校的課程與教學方法等。 
艾斯卡蘭堤一九三○年出生於玻利維亞的拉巴斯，曾為他作傳的《華盛頓郵報》教育主筆馬修認為，他是一個「從生性幽默、熱愛運動的年輕人成長起來的天生教師（natural teacher）」。 

艾斯卡蘭堤的第一份工作是在衛理公會教派創辦的一所學校教物理，沒有課本，那時他才二十一歲。他在拉巴斯成為一位很受歡迎的科學教師，經常趕場，上午在一所學校，下午在另一所學校，晚上還要去上補習班。 

移民美國 教師資格無用武之地 

在妻子法比奧拉的安排下，一九六四年他三十四歲時，全家移民到美國加州，因為兩個妻舅已經先移民到那裡。艾斯卡蘭堤到美國後，發現他在玻利維亞的教師資格無法讓他在美國的任何一所學校任教。 

他花了十年時間學習英語，重新念了大學，他先在帕薩迪納市立學院（Pasadena City College）的夜間部，修得生物學學位，然後白天在一家電腦公司上班，晚上則繼續在加州大學攻讀微積分，同時再利用課餘去參加教師培訓，最終被洛杉磯聯合學區錄用為合格教師。 

一九七四年，艾斯卡蘭堤來到嘉惠爾高中沒多久，該校就因學校管理混亂，瀕臨被撤銷資格的命運。在嘉惠爾高中，沒有人注意到這位禿頂、有著厚重口音，專教全校成績最差學生基礎數學的老師。但新的校長卻注意到了，他發現艾斯卡蘭堤的教室裝飾得很有特色，牆上掛滿了體育明星海報和激勵性的標語。 

教學方式活潑逗趣 

至於他的教學方式，也許從電影《為人師表》裡的情節可略窺一二，例如為了引起學生對數學的興趣，他會扮演廚師，說明數學的有趣；用一顆蘋果的切片來說明分數的觀念；用同學會有幾位男朋友或幾位女朋友來說明代數的應用。或是把學生統統趕到教室後方，等待老師進一步的指示，以進行玩遊戲學數學等。如果有人表現不佳，他會走到學生身邊，小聲地告誡，而非大聲斥責。正由於其教學方式相當有創意且逗趣，不僅啟發了學生學習數學的興趣，也拉進了師生間的距離。 

此外，由於班上多數學生都不敢指望自己有美好的未來，艾斯卡蘭堤一方面不斷灌輸同學只要能通過考試，未來就有希望的信念；一方面則以過人的毅力、耐心及創意教學，讓學生建立起對未來的信心與希望。 

不過艾斯卡蘭堤並非全然沒有挫折，據說他初到嘉惠爾高中時，曾因學生不肯做預習而感到沮喪，甚至告訴前雇主希望回到原來的電腦公司，直到後來有愈來愈多的學生願意隨他上代數課，才令他改變主意。 

私下個性嫉惡如仇 

至於艾斯卡蘭堤的個性，從以下事蹟也可感受到。據媒體報導，當他成為全國明星後，跟阿諾史瓦辛格和詹姆斯卡麥隆（著名導演）等名人交往甚密，卻招來了學校其他教師的嫉恨。他也毫不猶豫地向校長舉報其他教師在辦公室從事房地產交易，其嫉惡如仇的個性可見一斑。 

艾斯卡蘭堤於一九九一年離開洛杉磯，在一個督學的引薦下，前往加州首府沙加緬度。退休後，他往返於加州和玻利維亞。他開玩笑說，幾所學校都以他的名字命名，卻沒有給他一分錢。當年的學生提起這位讓他們脫胎換骨、改寫人生篇章的數學老師都滿懷感激，他們也在獲悉老師罹癌後伸出援手，捐款替他治病。 

而深受艾斯卡蘭堤感召，嘉惠爾高中許多學生取得大學或碩士學位後，也投入教育界。校友們甚至主動到東洛杉磯社區學院、每年暑假舉辦的艾斯卡蘭堤免費數學班當老師，教導低收入新移民家庭的孩子學習代數、三角幾何與微積分。 

去世引發教育討論 

艾斯卡蘭堤的去世，在美國引發了一場關於教育的討論，焦點集中在如何獲得優秀的教師。《洛杉磯時報》的文章指出，歐巴馬政府要改善美國的師資，與其強調在教師評估中納入對學生考試成績的考核，還不如重視改革優秀教師的養成，包括師範生的錄取政策、師範院校的課程與教學方法等。

Source: https://www.edutopia.org/blog/social-media-posts-exemplars-marissa-king

Social Media Posts as Exemplars

Text messages and Instagram captions can be valuable samples for teaching tone, writing conventions, and levels of formality.

By Marissa King

July 21, 2017

Our students spend a lot of time tweeting, composing Instagram captions, and text messaging. In the process, they are carefully observing and decoding the subtleties of social media text. They know when it’s cool to replace “yes” with “yas” and how to turn a common courtesy into a sarcastic “thanksss” with just a few extra letters.

Even if internet-fueled trends like the popularity of ellipses drive you crazy, embracing social media writing still offers exciting possibilities. Our students are fluent in the language of pop culture. They spend hours of their free time writing and analyzing social media text. Instead of viewing such writing as a deficit, let’s leverage the thinking that students are already doing when they write a text or engage in social media.

Language Patterns

The changing norms of social media writing don’t match standard classroom English expectations, but they do follow patterns of language development. For example, you may have noticed that many students are leaving the period off the end of their text messages. The lack of punctuation may seem sloppy or haphazard to an unaware reader, but the missing period carries meaning. Many digital natives interpret the use of a period at the end of a text message as angry, overly formal, or an abrupt end to a conversation. Even if students can’t tell you exactly why they didn’t include a period, they can probably detect a difference in tone.

A missing period at the end of a sentence might make teachers cringe, but it’s a real-life example of how readers and writers develop a shared understanding of what conventions mean and how language works in patterns. When we help students analyze this trend or others, like multiple exclamation points or the use of slashes, we’re helping them analyze patterns that they use instinctively—and they can apply that kind of analysis in other, more formal contexts.

To get students to translate their knowledge of social media writing to the classroom, have students make lists of the ways that a particular convention is used in texting or tweeting. If they find multiple tweets that include periods to emphasize a point by punctuating every. single. word., they can correctly conclude that the period is being used for emphasis. Then, do the same activity with standard English examples. The comparison will provide plenty of fodder for discussing convention expectations in different writing contexts. By building on what they already know, students will be even more effective at analyzing classroom writing expectations.

Social Media Code-Switching

Of course, it’s not enough just to analyze grammar. Good writers move seamlessly between writing at all levels of formality. The breezy language of an email to a friend is different from the more formal language required for a grant application. But developing writers often need specific support to code-switch between the informal language of social media or text messaging and the formal language required for school research reports.

Instead of banishing the writing students use most often, use it to help them identify the kinds of writing that a given context calls for. For example, students have no trouble identifying the different writing demands of texting their friends versus texting their parents, but they might not be able to dissect the exact ways that their writing changes between these two contexts. Consider making lists that compare informal and formal writing. Or spend a bit of class time finding examples of how writers show emotion or sincerity differently depending on the context.

Kristen Hawley Turner suggests using Flip the Switch, an activity where students translate sentences from one context to another. Students might figure out how a greeting, for example, changes between an email to a boss, a text message to a bestie, and an introductory letter to a new teacher. Acknowledging the validity of each context helps students translate their writing into the most appropriate form instead of writing off the informality of social media altogether.

Texting and social media writing aren’t going away anytime soon. Linguist John McWhorter suggests viewing the changes as an “expansion of [young people’s] linguistic repertoire.” The changing, informal conventions of social media aren’t a challenge to standard classroom English—they’re an opportunity.

【A very useful teaching blog kept by a Taiwanese teacher teaching Chinese in New York! 】

http://francesfu.blogspot.tw/2011/07/four-tones.html

A very useful teaching blog kept by a Taiwanese teacher teaching Chinese in New York!

http://time.com/4845150/chief-justice-john-roberts-commencement-speech-transcript/

'I Wish You Bad Luck.' Read Supreme Court Justice John Roberts' Unconventional Speech to His Son's Graduating Class

Katie Reilly

Jul 05, 2017

Supreme Court Chief Justice John Roberts delivered the commencement address at his son's ninth-grade graduation last month, bestowing advice that ran counter to many typical commencement speeches.

"Now, the commencement speakers will typically also wish you good luck and extend good wishes to you," Roberts said. "I will not do that, and I’ll tell you why. From time to time in the years to come, I hope you will be treated unfairly, so that you will come to know the value of justice. I hope that you will suffer betrayal because that will teach you the importance of loyalty."

The graduation at Cardigan Mountain School — a New Hampshire boarding school for boys in grades six through nine — was held on June 3 and began to receive widespread coverage online after it was reported by the Washington Post.

Read Roberts' full remarks here:

Thank you very much.

Rain, somebody said, is like confetti from heaven. So even the heavens are celebrating this morning, joining the rest of us at this wonderful commencement ceremony. Before we go any further, graduates, you have an important task to perform because behind you are your parents and guardians. Two or three or four years ago, they drove into Cardigan, dropped you off, helped you get settled and then turned around and drove back out the gates. It was an extraordinary sacrifice for them. They drove down the trail of tears back to an emptier and lonelier house. They did that because the decision about your education, they knew, was about you. It was not about them. That sacrifice and others they made have brought you to this point. But this morning is not just about you. It is also about them, so I hope you will stand up and turn around and give them a great round of applause. Please.

Now when somebody asks me how the remarks at Cardigan went, I will be able to say they were interrupted by applause. Congratulations, class of 2017. You’ve reached an important milestone. An important stage of your life is behind you. I’m sorry to be the one to tell you it is the easiest stage of your life, but it is in the books. While you’ve been at Cardigan, you have all been a part of an important international community as well. And I think that needs to be particularly recognized.

[Roberts gave brief remarks in other languages.]

Now around the country today at colleges, high schools, middle schools, commencement speakers are standing before impatient graduates. And they are almost always saying the same things. They will say that today is a commencement exercise. ‘It is a beginning, not an end. You should look forward.’ And I think that is true enough, however, I think if you’re going to look forward to figure out where you’re going, it’s good to know where you’ve been and to look back as well. And I think if you look back to your first afternoon here at Cardigan, perhaps you will recall that you were lonely. Perhaps you will recall that you were a little scared, a little anxious. And now look at you. You are surrounded by friends that you call brothers, and you are confident in facing the next step in your education.

It is worth trying to think why that is so. And when you do, I think you may appreciate that it was because of the support of your classmates in the classroom, on the athletic field and in the dorms. And as far as the confidence goes, I think you will appreciate that it is not because you succeeded at everything you did, but because with the help of your friends, you were not afraid to fail. And if you did fail, you got up and tried again. And if you failed again, you got up and tried again. And if you failed again, it might be time to think about doing something else. But it was not just success, but not being afraid to fail that brought you to this point.

Now the commencement speakers will typically also wish you good luck and extend good wishes to you. I will not do that, and I’ll tell you why. From time to time in the years to come, I hope you will be treated unfairly, so that you will come to know the value of justice. I hope that you will suffer betrayal because that will teach you the importance of loyalty. Sorry to say, but I hope you will be lonely from time to time so that you don’t take friends for granted. I wish you bad luck, again, from time to time so that you will be conscious of the role of chance in life and understand that your success is not completely deserved and that the failure of others is not completely deserved either. And when you lose, as you will from time to time, I hope every now and then, your opponent will gloat over your failure. It is a way for you to understand the importance of sportsmanship. I hope you’ll be ignored so you know the importance of listening to others, and I hope you will have just enough pain to learn compassion. Whether I wish these things or not, they’re going to happen. And whether you benefit from them or not will depend upon your ability to see the message in your misfortunes.

Now commencement speakers are also expected to give some advice. They give grand advice, and they give some useful tips. The most common grand advice they give is for you to be yourself. It is an odd piece of advice to give people dressed identically, but you should — you should be yourself. But you should understand what that means. Unless you are perfect, it does not mean don’t make any changes. In a certain sense, you should not be yourself. You should try to become something better. People say ‘be yourself’ because they want you to resist the impulse to conform to what others want you to be. But you can’t be yourself if you don't learn who are, and you can’t learn who you are unless you think about it.

The Greek philosopher Socrates said, ‘The unexamined life is not worth living.’ And while ‘just do it’ might be a good motto for some things, it’s not a good motto when it’s trying to figure out how to live your life that is before you. And one important clue to living a good life is to not to try to live the good life. The best way to lose the values that are central to who you are is frankly not to think about them at all.

So that’s the deep advice. Now some tips as you get ready to go to your new school. Other the last couple of years, I have gotten to know many of you young men pretty well, and I know you are good guys. But you are also privileged young men. And if you weren’t privileged when you came here, you are privileged now because you have been here. My advice is: Don’t act like it.

When you get to your new school, walk up and introduce yourself to the person who is raking the leaves, shoveling the snow or emptying the trash. Learn their name and call them by their name during your time at the school. Another piece of advice: When you pass by people you don’t recognize on the walks, smile, look them in the eye and say hello. The worst thing that will happen is that you will become known as the young man who smiles and says hello, and that is not a bad thing to start with.

You’ve been at a school with just boys. Most of you will be going to a school with girls. I have no advice for you.

The last bit of advice I’ll give you is very simple, but I think it could make a big difference in your life. Once a week, you should write a note to someone. Not an email. A note on a piece of paper. It will take you exactly 10 minutes. Talk to an adult, let them tell you what a stamp is. You can put the stamp on the envelope. Again, 10 minutes, once a week. I will help you, right now. I will dictate to you the first note you should write. It will say, ‘Dear [fill in the name of a teacher at Cardigan Mountain School].’ Say: ‘I have started at this new school. We are reading [blank] in English. Football or soccer practice is hard, but I’m enjoying it. Thank you for teaching me.’ Put it in an envelope, put a stamp on it and send it. It will mean a great deal to people who — for reasons most of us cannot contemplate — have dedicated themselves to teaching middle school boys. As I said, that will take you exactly 10 minutes a week. By the end of the school year, you will have sent notes to 40 people. Forty people will feel a little more special because you did, and they will think you are very special because of what you did. No one else is going to carry that dividend during your time at school.

Enough advice. I would like to end by reading some important lyrics. I cited the Greek philosopher Socrates earlier. These lyrics are from the great American philosopher, Bob Dylan. They’re almost 50 years old. He wrote them for his son, Jesse, who he was missing while he was on tour. It lists the hopes that a parent might have for a son and for a daughter. They’re also good goals for a son and a daughter. The wishes are beautiful, they’re timeless. They’re universal. They’re good and true, except for one: It is the wish that gives the song its title and its refrain. That wish is a parent’s lament. It’s not a good wish. So these are the lyrics from Forever Young by Bob Dylan:

May God bless you and keep you always
May your wishes all come true
May you always do for others
And let others do for you
May you build a ladder to the stars
And climb on every rung
And may you stay forever young

May you grow up to be righteous
May you grow up to be true
May you always know the truth
And see the lights surrounding you
May you always be courageous
Stand upright and be strong
And may you stay forever young

May your hands always be busy
May your feet always be swift
May you have a strong foundation
When the winds of changes shift
May your heart always be joyful
May your song always be sung
And may you stay forever young

Thank you.

【國中英語科學思達】

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老師們好,我是嘉義市北興國中的英文老師徐曉薇

自己在英文課實行學思達教學有了成效後,也在任教的"數位閱讀--英文組國際教育"課上把"學思達"的理念放入,設計學習單或作業時,會讓同學們自己透由網路資訊學習.和小組成員討論.思考自己想呈現的內容.共小組上台表達製作成果,學校在今年參與了"閱讀磐石奬"的選拔,我也參與了課程內容製作和課程說明的部份,今年我們學校獲得了"2017年閱讀磐石學校"的奬項

數位閱讀的課桯開在一年級,這堂課的內容由英文老師共備並分享檔案，一年級學生對"國際"的概念仍不清楚,所以,透由英文課結合資訊教育,並帶入國際教育的知識,讓學生間接了解學習英文的重要性。

我們的課設計包括：
1. 學生異質性分組
2. 認識世界各國
3. 認識七大洲四大洋
4. 各組成員從各洲中找一個國家畫出該國國旗.地理位置及國家特色
5. 介紹機場
6. 製作護照
7. 製作機票(帶著學生查詢實際機票的時間.及資訊)
8. 訂購機票 (帶著學生了解鷥上訂購機票要注意的資訊)
9. 認識英國倫敦
10. 小組成員共同規劃七天英國倫敦行程(包括機票.飯店.景點.搭乘的交通工具)
11. 原來計劃讓學生上台報告自己的規劃但已到期末,所以未完成

上學期在聖誕節前，ㄧ起任教數位閱讀的英文老師們帶著學生寫英文信給國外的聖誕老公公，我們才發現很多孩子們是第一次寫信貼郵票，感謝數位閱讀的伙伴們ㄧ起帶著學生學習寫英文信，孩子們收到回信時都很開心

在We Teach上設計課桯,讓學生能方便找尋資訊,並讓學生自行製作PPT,並在We Teach 平台上繳交作業,感謝任教數位閱讀的伙伴們共同討論並帶學生學習用平台上的資源，學生製作的成品成效很好,所以希望和老師們分享