FET Monthly Meeting
June 17, 2026

For summer / winter camps and English Club classes
適用於寒暑假營隊與英語社團課程

• Explored how to weave cultural traditions and festivals into lessons for summer and winter camps and English Club classes.探討如何將文化傳統與節慶融入寒暑假營隊及英語社團課程。
• Teacher Dan A. shared videos of his middle-grade students playing with a piñata, connecting the Mexican festival and birthday tradition to Filipino culture.Dan A. 老師分享了中年級學生玩「皮納塔（piñata）」的影片，將墨西哥的節慶與生日傳統連結到菲律賓文化。
• Teacher Amelia W. walked through the process of making guacamole, a traditional dish from Mexico and Central and South America.Amelia W. 老師示範了製作「酪梨醬（guacamole）」的過程——這是源自墨西哥及中南美洲的傳統料理。
• Both activities promote global partnership and cross-cultural understanding in the classroom.兩項活動都能在課堂中促進全球夥伴關係與跨文化理解。

Nanxing Elementary School · "Sharing is Caring"
南興國小 ·「分享即關懷」

• Built camps around the UN Sustainable Development Goals: a Winter Camp on "Life Below Water" (SDG 14) and a Summer Camp on "Life on Land" (SDG 15).以聯合國永續發展目標（SDGs）為主軸設計營隊：冬令營主題為「水下生命」（SDG 14），夏令營主題為「陸地生命」（SDG 15）。
• Design method: decide the final product first (e.g., a musical play, "The Ocean Protectors"), then plan backward from it.設計方法：先決定最終成果（例如音樂劇《海洋守護者》），再回推規劃整套課程。
• Sample summer days — Day 1: animal classification (vertebrates vs. invertebrates; native wildlife like the Formosan rock macaque and pangolin) with clay sculpting; Day 2: diets & food chains with 3D pop-up cards; Day 3: homes & habitats (nests, burrows, dens, hives).夏令營示範行程——第一天：動物分類（脊椎與無脊椎動物；台灣原生動物如台灣獼猴、穿山甲）搭配黏土塑形；第二天：飲食與食物鏈，製作立體彈出式卡片；第三天：住所與棲地（鳥巢、地洞、獸穴、蜂巢）。
• Every session threads five pillars: Vocabulary → Sentence Patterns → Science Connection → Creative Activity → Presentation Practice.每堂課都貫穿五大支柱：單字 → 句型 → 科學連結 → 創意活動 → 上台發表練習。
• Introduced SUNO AI (text-to-music) to boost vocabulary retention, model natural pronunciation and intonation, and lower students' anxiety through stress-free, song-based learning.介紹 SUNO AI（文字轉音樂）來提升單字記憶、示範自然的發音與語調，並透過無壓力的歌曲式學習降低學生焦慮。

Ready-to-play games for the English Corner
可直接遊玩的英語角遊戲

• Used Google Gemini to generate single-file, browser-based HTML games — no installation needed, and easy to host and share on GitHub.運用 Google Gemini 生成單一檔案、瀏覽器即可執行的 HTML 遊戲——免安裝，並可輕鬆部署與分享於 GitHub。
• Showcased a finished "Travel Around the World" geography game where students complete challenges and design their own digital boarding pass.展示了完成版的「環遊世界」地理遊戲，學生完成關卡挑戰並設計自己的數位登機證。
• Shared an "Everyday English" game for low-pressure practice in the classroom or English Corner.分享了「日常英語」遊戲，適合在課堂或英語角進行無壓力練習。
• Focused on showing the finished, playable product so colleagues can reuse and adapt resources rather than start from scratch.著重展示完成、可直接遊玩的成品，讓同仁能重複利用與改編，而非從零開始。
• Positioned GitHub + Gemini games as a practical, low-barrier resource for English Corner enrichment.將 GitHub + Gemini 遊戲定位為充實英語角、實用且低門檻的資源。

Write prompts instead of code
用提示詞取代寫程式

• A hands-on walkthrough teaching educators to create HTML games with Gemini instead of coding manually.手把手帶領教師用 Gemini 製作 HTML 遊戲，無需手動寫程式。
• Workflow: open Gemini → write a detailed prompt → let it generate the HTML → paste into Notepad → save as an .html file → open in Chrome and play.流程：開啟 Gemini → 撰寫詳細提示詞 → 讓它生成 HTML → 貼到記事本 → 存成 .html 檔 → 用 Chrome 開啟即可遊玩。
• Prompt-writing tips: be clear and direct, keep instructions simple, and request big buttons, bright colors, clear text, sound effects, a scoring system, and full-screen display.提示詞撰寫技巧：清楚直接、指令簡單，並要求大按鈕、明亮色彩、清晰文字、音效、計分系統與全螢幕顯示。
• Always ask Gemini to put everything in one HTML file, tell it to fix any errors, and keep refining until the game matches your vision.記得要求 Gemini 把所有內容放進單一 HTML 檔、請它修正錯誤，並持續優化直到遊戲符合你的構想。

Real problems, practical responses
真實問題，實用對策

• Tablet distraction (1:1 device setup): temporarily collect a misused iPad, return it to the charging cart until needed, and reinforce responsible-use expectations and consequences.平板分心（一人一機環境）：暫時收回被誤用的 iPad，放回充電車待需要時再發，並重申負責任使用的規範與後果。
• Lessons delivered too fast (especially when moving from junior high to elementary): coordinate pacing with your co-teacher and adjust to students' comprehension level.上課節奏過快（尤其從國中轉到國小時）：與協同教師協調步調，依學生理解程度調整。
• Limited co-teacher coordination (FET left only a few minutes due to poor time management): discuss scheduling and pacing with co-teachers, and raise it with administrators if it continues.協同教師配合有限（因時間管理不佳，外師僅剩幾分鐘授課）：與協同教師討論排程與步調，若持續發生則向行政人員反映。
• Teasing during group work when a student can't answer: set clear expectations for respectful teamwork, emphasize collaboration and mutual support, and involve the homeroom teacher for added behavioral support.分組時的嘲笑（當學生答不出來）：明確建立尊重與團隊合作的規範，強調協作與互助，並請導師協助處理行為問題。

Theories · suggested activities · school events
理論 · 建議活動 · 學校活動

• Framed sister-school partnerships to give learners confidence and a real audience for their English.以姊妹校夥伴關係為架構，給予學生自信，並為他們的英語提供真實的觀眾。
• Exchanged student self-introduction videos between Siang Tian Elementary (Taiwan) and Senior Tesoro Academy (Philippines).在台灣的 Siang Tian Elementary 與菲律賓的 Senior Tesoro Academy 之間交換學生的自我介紹影片。
• Spotlighted "English Day" as a sister-school program: students write postcards, make short videos, hold real-life conversations, and compare English Day in Taiwan vs. the partner school.介紹「英語日（English Day）」作為姊妹校交流活動：學生寫明信片、製作短片、進行真實對話，並比較台灣與夥伴學校的英語日。
• Compared signature events — Taiwan's Sports Day (relays, tug-of-war, novelty games, parent and teacher participation) and the Philippines' Foundation Day & Intramurals (cultural shows, sports fests, parades).比較兩地的代表性活動——台灣的運動會（接力、拔河、趣味競賽，家長與老師共同參與）與菲律賓的校慶日與校內運動會（Foundation Day & Intramurals）（文化表演、運動賽事、遊行）。
• Suggested cross-school activities: virtual vocabulary lessons, a mock sports day, cultural-share sessions, live watch parties, and cultural-exchange blogs via Google Classroom.建議的跨校活動：線上單字課、模擬運動會、文化分享會、線上同步觀看派對，以及透過 Google Classroom 經營文化交流部落格。

Building speaking confidence through movies
透過電影建立口說自信

• An English Club activity that builds speaking and listening through movies and voice acting.一項透過電影與配音培養口說與聽力的英語社團活動。
• Steps: watch an engaging English movie or scene → answer comprehension questions on a worksheet → read the script aloud together → record (dub) their own voices over the characters.步驟：觀看一部精彩的英語電影或片段 → 在學習單上回答理解問題 → 一起朗讀劇本 → 為角色錄製（配上）自己的聲音。
• Goals: check understanding and new vocabulary, practice clear pronunciation, pacing, and intonation, and build speaking confidence and fluency in a fun, low-pressure way.目標：檢視理解與新單字、練習清晰的發音、節奏與語調，並以有趣、低壓力的方式建立口說自信與流暢度。

Multi-sensory reading beyond rote
超越死記的多感官閱讀

• Explored multi-sensory storybook teaching that goes beyond rote reading to build conceptual mastery.探討多感官繪本教學，超越死記式閱讀，建立概念性的理解。
• Wordless / sequential-illustration books: with no pre-written text, students become the narrators — interpreting illustrations, discussing spontaneously, and turning visual clues into English sentences (building critical thinking).無字／連續插畫繪本：沒有現成文字，學生化身為敘事者——詮釋插畫、自發討論，並將視覺線索轉化為英語句子（培養批判思考）。
• Concept-integrated storytelling: teach background knowledge first (e.g., habitats, animal adaptations), then apply it to understand and discuss the story (sample units on forests, grasslands, deserts, farms, oceans, and "what if animals wore clothes").概念整合式說故事：先教背景知識（例如棲地、動物的適應方式），再運用這些知識理解與討論故事（示範單元包括森林、草原、沙漠、農場、海洋，以及「假如動物會穿衣服」）。
• Proposed a district-wide, open-access cloud Digital Library: foreign teachers scan, categorize, and upload useful storybooks and lesson guides to share resources with one another.提議建立全縣共享、開放取用的雲端數位圖書館：外師掃描、分類並上傳實用的繪本與教案，彼此分享資源。