課堂內的閱讀材料常常扮演著關鍵的角色,而Twee的「文本生成」工具則能讓這個過程變得輕而易舉。老師只需提供主題,Twee的AI就能夠根據這個主題生成引人入勝的文本。無論您的課程涉及文學、科學或歷史,Twee都能根據學生的閱讀水平為您建立適切的內容。這個過程簡單而迅速,只需點擊「Do the magic」按鈕,文本即刻呈現。
大聲朗讀《Same Same but Different》。在不同地方暫停,問學生關於角色之間的相似之處和不同之處。
在圖表紙上創建一個“相似”和“不同”的T型圖表。要求學生提供來自書中的想法填寫圖表。
(範例) T-Chart: "Similarities" and "Differences" between Elliot and Kailash
Similarities
Differences
Both Elliot and Kailash have pen pals from different countries.
Elliot lives in the United States, and Kailash lives in India.
They both attend school and enjoy learning new things.
Elliot's school is reached by a yellow school bus, while Kailash goes to school on a tricycle.
Both characters have families who care for and support them.
Elliot enjoys baseball, while Kailash loves playing cricket.
Both characters have unique cultural backgrounds and traditions.
Elliot celebrates Fourth of July in America, while Kailash celebrates Diwali, the Festival of Lights, in India.
They both express their feelings and experiences through letters and drawings.
Elliot may speak English, while Kailash likely speaks Hindi or another regional language in India.
They both appreciate the beauty of nature and the world around them.
Elliot may live in a city or suburban area, while Kailash's home might be in a rural setting.
Both characters have dreams and aspirations for the future.
They may have different types of houses or dwellings - Elliot's home might be a modern house, while Kailash's home might be a traditional Indian house.
They both learn from each other's cultures and develop a deep bond through their friendship.
Elliot and Kailash may have different favorite books, games, or activities they enjoy in their free time.
4. 討論在故事中可能被挑戰的任何刻板印象或偏見。問學生這本書如何鼓勵我們超越刻板印象。
第二節:探索文化元素Exploring Cultural Elements
目標:通過視覺探索加深學生對文化元素的理解Deepen students' understanding of cultural elements through visual exploration.。
準備代表各種文化元素的圖片卡片,例如傳統服裝、食物、地標和節日。
範例:
Traditional Clothing: A picture of a kimono (Japanese traditional clothing), a Scottish kilt, or a Chinese qipao.
Food: A picture of sushi (Japanese cuisine), tacos (Mexican cuisine), or a bowl of curry (Indian cuisine).
Landmarks: A picture of the Eiffel Tower (France), the Great Wall of China (China), or the Taj Mahal (India).
Festivals: A picture of Carnival (Brazil), Diwali (India), or Hanami (Japan, cherry blossom festival).
Traditional Musical Instruments: A picture of a sitar (India), a bagpipe (Scotland), or a taiko drum (Japan).
Architecture: A picture of a pagoda (China or Japan), a windmill (Netherlands), or a temple (Thailand).
Traditional Dances: A picture of a hula dance (Hawaii, USA), flamenco dance (Spain), or a Bharatanatyam dance (India).
Celebrations: A picture of Chinese New Year, Thanksgiving (USA), or Holi (India, the festival of colors).
Traditional Games: A picture of kabaddi (India), soccer (Brazil), or hopscotch (various countries).
Art and Craft: A picture of origami (Japan), Rangoli (India), or Aboriginal dot painting (Australia).
2.在教室裡展示這些圖片卡片。將學生分成小組,並分配每組一張卡片進行研究。
3.每組將向全班呈現他們的圖片卡片,描述所描繪的文化元素及其意義。
4. 鼓勵討論這些元素如何促成不同文化的獨特特徵。
第三節:虛擬筆友活動Virtual Pen Pal Experience
目標:通過筆友活動促進共情和文化交流Promote empathy and cultural exchange through a virtual pen pal activity.