1. http://nzjh1.blogspot.com/
2. http://nzjh2.blogspot.com/
3. http://nzjh3.blogspot.com/
4. http://nzjh4.blogspot.com/
2011-10-03
Go Further: Iris 6 -week Project
Go Further: Iris 6 -week Project
Iris Chiu 10/03/2011
I am extremely excited about this brand new 6-week project because over the last month I have held multiple meetings with the principal and deans to discuss the various aspects of the project. Our main goal is to broaden our student’s global perspective through this unique 6-week challenge.
Long distance communication via video conferencing (time and equipments) for the purpose of correcting essays and giving student feedbacks can be very difficult and challenging. Thanks to I-EARN it has made communicating over large distances easier.
I would like to share with you my student’s learning experiences via these four blogs (http://nzjh1.blogspot.com/,http://nzjh2.blogspot.com/,http://nzjh3.blogspot.com/ ,http://nzjh4.blogspot.com/). I am very excited to be able to teach my students a variety of current events and news in English. I am utterly exhausted during this second week of school, but also calmly reflective and overwhelmingly renewed. This shows that I am exactly where I should be at this point in my learning and teaching career, with my Nan-Jung Junior High School students.
It has been fascinating talking and communicating with international students through the perspective of a coach. Certain things have caught my attention during these talks that might otherwise pass unnoticed. I feel it is my responsibility to document my experiences this year, no matter how tired I am. I am sure many of you reading this can certainly relate.
I am committed to this 6-week project and determined to see it through. At the end, I hope to learn more about and respect other cultures so that I can instill this knowledge upon my students and maximize the effectiveness of this project. If you are a system’s thinker, you’ll definitely want to stay tuned.
Iris Chiu 10/03/2011
I am extremely excited about this brand new 6-week project because over the last month I have held multiple meetings with the principal and deans to discuss the various aspects of the project. Our main goal is to broaden our student’s global perspective through this unique 6-week challenge.
Long distance communication via video conferencing (time and equipments) for the purpose of correcting essays and giving student feedbacks can be very difficult and challenging. Thanks to I-EARN it has made communicating over large distances easier.
I would like to share with you my student’s learning experiences via these four blogs (http://nzjh1.blogspot.com/,http://nzjh2.blogspot.com/,http://nzjh3.blogspot.com/ ,http://nzjh4.blogspot.com/). I am very excited to be able to teach my students a variety of current events and news in English. I am utterly exhausted during this second week of school, but also calmly reflective and overwhelmingly renewed. This shows that I am exactly where I should be at this point in my learning and teaching career, with my Nan-Jung Junior High School students.
It has been fascinating talking and communicating with international students through the perspective of a coach. Certain things have caught my attention during these talks that might otherwise pass unnoticed. I feel it is my responsibility to document my experiences this year, no matter how tired I am. I am sure many of you reading this can certainly relate.
I am committed to this 6-week project and determined to see it through. At the end, I hope to learn more about and respect other cultures so that I can instill this knowledge upon my students and maximize the effectiveness of this project. If you are a system’s thinker, you’ll definitely want to stay tuned.
2011-01-25
99 School Year Celebration: Expect the Unexpected
99 School Year Celebration: Expect the Unexpected
Nan-Jung Junior High School, Ping-Tung County
1. Introduction
A professional teaching community is a group of teachers committed to working collaboratively in ongoing processes of collective inquiry and active research to obtain better results for the students they serve (Hung, 2008). Nan-Jung English teachers would like to be a successful group with the hopes and aspirations of assisting students to solve the problems in lives and studies.
Our teachers not only like to share their knowledge of how to effectively solve misbehaviours in their students, they also know how to successfully take out the tedium related to teaching. Even though we tackle all sorts of teaching problems, however, we believe we are not alone. We will become a strong support-group for all the challenges that our teachers will, no doubt, encounter.
2. Basic Information in the English Community
Name Expect-unexpected
The Type of Community English
Reporter Iris Chiu Telephone 08-8631112 E-mail liyingchiu@gmail.com
Aims 1. To organize the 99 school year teaching plans.
2. To arrange all exams of this school year.
3. To brainstorm possible solutions for teaching problems.
4. To join the oral practices and group discussions in the classroom.
5. To improve the teachers’ knowledge and understanding of language and language learning.
6. To develop the teachers’ skills in translating this newly acquired knowledge into their teaching.
7. To seek out different professional developmental activities as teachers progress in their careers.
Members
Name Subject
Li-Ying Chiu English
Michelle Huang English
Fay Chen English
May Chuang English
Joyce Lai English
Ava Chen English
Hannah Chou English
Daphne Tzeng English
Lisa Wu English
Carol Li English
Rachel Kuo English
Sylvia Mao English
3. School Year Targets
In order to become well organized in our teaching, we plan to design a yearlong calendar of events. In addition, we not only hope to improve our abilities as teachers, but increase our students’ abilities. Therefore, it is our desire to help students with their English listening, speaking, reading and writing skills during this academic year. We have developed an outside reading plan and a ten-minute short play.
3.1 Goals of the outside reading plan
- To conduct an experiment and report the results using an adapted reading activity from the textbook.
- To develop the students’ ¬scanning, skimming and predicting skills.
- To broaden the students’ view of the world.
- To unite the Nan-Jung English Village teachers and to extend students’ reading habits.
3.2 Goals of the ten-minute short play
- To understand the main points of film or drama.
- To create special characters in the show.
- To understand daily conversation.
- To participate in public speaking.
- To increase students’ performance skills and address different learning styles.
- To develop reading and speaking skills.
- Learn to use new words, phrases and sentences correctly.
- To encourage the interests of learning English.
4. Methods
(1)Observation and feedback,
(2)Discussion and exploration of the topic (how to help students to read),
(3) Share their experiences,
(4) Teachers’ portfolios,
(5) Action research,
(6) Cooperate with colleagues to prepare English lessons,
(7) Develop the distributed new teaching methods,
(8) Discuss with colleagues,
(9) Build a workshop.
5. Activities: 99 School Year Plans （At least 12 times）
Date/Time Meeting Methods Instructor Place
1 Jan.5 (Tuesday)
13:10-15:20 (1) Set the schedule for the school-year.
A. The range of the exam,
B. The exam time
C. The staff and tutors.
(2) Design the activities.
A. Make a speech,
B. Read-aloud contest,
C. Basic Competence test: Verbal and listening ability,
D. Ten-minute play,
E. Develop a partnership with the English speaking society. Peers discussion Fey Chen
Conference Room
2 Jan. 12
(Tuesday)
13:10-15:20 (1) Discuss the questions that we have faced in the classroom or during teaching.
(2) Discuss the topic of the worksheet: Sympathy: how to love others.
(3) Distribute the key points of each chapter to the teachers. Create teaching media Conference Room
3 Feb. 23
(Tuesday)
13:10-15:20 (1) Discuss English songs.
(2) Discuss practical teaching methods, units, and classroom activities for media education. Buy the song albums All teachers Conference Room
4 March 9
(Tuesday)
13:10-15:20 (1) Use the web as a “media lab”: working with media using the internet.
(2) Try to build learner-centered environments through technology integration. Try to use the teach media All teachers Multiple Media Classroom
5 March 23
(Tuesday)
13:10-15:20 (1) Analyze the exam paper: How to edit students’ translation (from Chinese to English).
(2) Cooperate with English Village teachers to help students speak English.
(3) Cooperate with EV teachers to read English books in the library. Share the experiences Conference Room
Nan-Jung English Village
Library
6 April 6
(Tuesday)
13:10-15:20 (1) Set the time table of classroom observations.
(2) Discuss the topic of the exam and scope of listening comprehension.
(3) Discuss the English Speech Contest: time, methods and place.
(4) Discuss the topic of the English Speech. Discuss two magazines:
(1)ABC
(2)Let’s talk in English. Teachers Conference Room
7 April 20
(Tuesday)
13:10-15:20 Launch the English Speech Contest and Recital Contest (1) Give some positive feedback to students
Teachers and
Staff The Fifth Multiple Media Center
8 May 11
(Tuesday)
13:10-15:20 (1) Ask teachers to attend the ICT meeting. (Information and Communication Technology).
(2) Select topic to help them learn to communicate in English speaking countries.
Workshop Teachers Conference Room
9 June 8
(Tuesday)
13:10-15:20 (1) Invite the professor of Shu-Te University to make a speech.
(2) Select the topics: How to design a good ten-minute play and how to help students read more outside of normal “reading” sessions.
(3) Invite teachers to our campus and share their reading experience. Workshop Teachers The Second Floor of Multiple Media Center
10 Aug. 31
(Tuesday)
13:10-15:20 Arrange the show time, show place and the judges of the ten-minute play.
(1) Demonstrate the shows,
(2) Give some positive feedback to students,
(3) Give some positive suggestions to students. Principal
Staff, English teachers and all eighth grade students Stadium
11 Sep. 14
(Tuesday)
13:10-15:20 (1) Discuss what the special points in the play are.
(2)Choose the best actors and actresses from the play. Brainstorming,
observation, and discussion Teachers Conference Room
12 Oct. 19
(Tuesday)
13:10-15:20 (1) Discuss the review books of the Ninth Grade.
(2) Create the exam papers.
(3) Create the review notes for students. Peers discussion Teachers Conference Room
6. Expectation and Evaluation
Expectation Evaluation
1. Continue to observe students’ progress According to the school report, teachers analyze the students’ weaknesses and help them solve related problems.
2. Analyze the exam papers effectively Evaluate students’ progress.
Share experiences.
3. Problem-solving ability Reflect on the weaknesses of teaching
4. Accumulate teachers’ portfolios Check the teachers’ blog
5. Develop students’ reading ability and compose a ten-minute show Demonstrate the show on stage
Make the English Speech
7. Outcomes
The following section tries to express the outcomes from the 99 school-year plans. The outcomes will be divided into two main parts. One is from the teachers, and the other is from the students. Teachers not only have a routine meeting on Tuesdays, but also attend on-the-job trainings. New ideas from the professional conversations and positive feedbacks new ideas are expected to upgrade or stimulate the teaching environment and trigger the appropriate responses.
The activities will be indicated in the following section and the detail activity will be showed in appendices 1, 2 and 3. The other is the student activities. They will be shown in appendices 3, 4, 5, 6 and 7. Furthermore, evaluations will be demonstrated in each activity.
7.1 Teachers Part
7.1.1 How to use your tones and intonations to pronounce the dialogues in the textbook (See appendix 1)
Normally, teacher-lead students dialogue pronunciation and reading activities tend to be boring and renders students listless and uninterested in English lectures. After this training, some of the top student’s will become interested in the new teaching methods. However, some basic level students may still feel bored because they do not know how to express themselves or the meaning of the contents in the textbook. In addition, some optimistic students like to joke around, so they would use unusual tones to pronounce words or sentences even though they are wrong.
In response to the student feedbacks we can alter or enhance the in-class teaching methods while, at the same time, understanding that not all students will embrace change.
7.1.2 How to Use the E-classroom (See appendix 2)
In the past two decades, we have seen information technology (IT) increase, drastically, in popularity. People started to venture this world through WWW, e-mail, chat rooms, discussion boards and so on. It has had a tremendous impact on teaching and learning.
IT not only offers immense knowledge but also supports brand-new teaching methods for teachers. In other words, it is vitally important for 21st century teachers to utilize the E-classroom as it can rapidly deliver relevant information to the teachers who need them and place technologies and resources at their fingertips.
7.2 Students Part
7.2.1 Teachers On-the-job training and Students Ten-min Play (See appendix 3)
Each year, eighth grade students participate in a ten-minute play at our school. Our schoolteachers intend to direct the play in a short time; that is, teachers hope to attend the training course. By way of discussing the many facets of the play, we can ignite teachers’ interest in the play.
Speaking English on stage is a good way to help students open their mouths to practice speaking. At the end of the play school teachers and English Village teachers will critique the students and, in turn, boost their courage.
However, there are some embarrassed problems that we need to discuss here. First, some shy students sometimes hide themselves, and they don’t want to speak English in public. Second, schoolteachers need to face the different teaching theme in each school year; namely, schoolteachers have to write the script by themselves according to the theme. It takes long time to write and edit the script. In addition, some themes seem to beyond junior high school students’ ability. Third, some homeroom teachers cannot focus on the topic of the play. They will think it is a waste of time preparing for it. Fourth, teachers and students spend a lot of time creating the stage set. Unfortunately, it becomes garbage and is thrown away after the show.
7.2.2 Overseas Learning (See Appendix 4 & 5)
We continually encourage our schoolteachers and students to attend training courses either in Taiwan or foreign countries, and also upgrade our teaching equipment to the most cutting-edge technology in education. The following reflects what we have done.
For the students’ experience, we have taken them to different countries such as Japan and Australia which provides even more exclusive benefits for the dynamic learners. Our goal is to establish a relationship with our sister schools in America, New Zealand, Canada and the United Kingdom in the near future.
After the journey, students wrote down their thoughts and experiences. It is a good chance for students to broad their global knowledge. However, learning trips to other countries is not cheap, so only a few students can join the tour. Some talented students want to join the learning tour, but because of financial issues are, unfortunately, they are unable to attend. We hope to seek a sister school in English speaking countries or exchange students to assist these students to fulfill their dreams.
7.2.3 Recital Competition (See Appendix 6)
The recital competition will be an annual recurring event to promote students’ pronunciation and intonation skills. As a result of continuous practice and guidance from the teachers most students will end up speaking more accurately and fluently.
7.2.4 Outside Reading (See Appendix 7)
Reading is one of the best hobbies a person can have; as it follows you the rest of your life. Through reading, anyone can temporarily leave the real world behind and enter a fantasy world of their choice which allows them to experience the joy of reading and, at the same time, absorb new knowledge.
In addition, our school has already been selected into the top 100 reading school in Taiwan. (See the website http://blog.yam.com/cwkids/article/31985948.) Based on the students’ expression, they raise some good points.
＊ Reading improves their vocabulary,
＊ Gives them a glimpse into other cultures and countries,
＊ Improves concentration, focus and discipline,
＊ Improves creativity,
＊ They often have something to talk about.
As we all know that reading gives us an insight into the diversity of ethnic people, their customs, lifestyles, etc. We will become more aware of the different places and the code of conduct that exists there.
But, we still need to be aware of some important issues points in English reading. First, some of the homeroom teachers are unable to teach English and thus the simple act of reading the language places a lot of pressure and anxiety on them. Second, inviting college students to teach and guide our students will be a good way to help homeroom teachers. Third, we can set up a study group for parents who are willing to guide students to read articles. These parents will, in turn, become teaching assistants at our school.
8. Conclusion
The progression of learning and teaching at Nan Jung Junior High is unprecedented. We are looking for better teaching methods for our schoolteachers and students. We know we will face more challenges than ever before; however, we believe we can confidently foster the enthusiasm and drive in order to bring a new energy to our organization in an ever competitive new era for the Expect-unexpected, English Community.
Nan-Jung Junior High School, Ping-Tung County
1. Introduction
A professional teaching community is a group of teachers committed to working collaboratively in ongoing processes of collective inquiry and active research to obtain better results for the students they serve (Hung, 2008). Nan-Jung English teachers would like to be a successful group with the hopes and aspirations of assisting students to solve the problems in lives and studies.
Our teachers not only like to share their knowledge of how to effectively solve misbehaviours in their students, they also know how to successfully take out the tedium related to teaching. Even though we tackle all sorts of teaching problems, however, we believe we are not alone. We will become a strong support-group for all the challenges that our teachers will, no doubt, encounter.
2. Basic Information in the English Community
Name Expect-unexpected
The Type of Community English
Reporter Iris Chiu Telephone 08-8631112 E-mail liyingchiu@gmail.com
Aims 1. To organize the 99 school year teaching plans.
2. To arrange all exams of this school year.
3. To brainstorm possible solutions for teaching problems.
4. To join the oral practices and group discussions in the classroom.
5. To improve the teachers’ knowledge and understanding of language and language learning.
6. To develop the teachers’ skills in translating this newly acquired knowledge into their teaching.
7. To seek out different professional developmental activities as teachers progress in their careers.
Members
Name Subject
Li-Ying Chiu English
Michelle Huang English
Fay Chen English
May Chuang English
Joyce Lai English
Ava Chen English
Hannah Chou English
Daphne Tzeng English
Lisa Wu English
Carol Li English
Rachel Kuo English
Sylvia Mao English
3. School Year Targets
In order to become well organized in our teaching, we plan to design a yearlong calendar of events. In addition, we not only hope to improve our abilities as teachers, but increase our students’ abilities. Therefore, it is our desire to help students with their English listening, speaking, reading and writing skills during this academic year. We have developed an outside reading plan and a ten-minute short play.
3.1 Goals of the outside reading plan
- To conduct an experiment and report the results using an adapted reading activity from the textbook.
- To develop the students’ ¬scanning, skimming and predicting skills.
- To broaden the students’ view of the world.
- To unite the Nan-Jung English Village teachers and to extend students’ reading habits.
3.2 Goals of the ten-minute short play
- To understand the main points of film or drama.
- To create special characters in the show.
- To understand daily conversation.
- To participate in public speaking.
- To increase students’ performance skills and address different learning styles.
- To develop reading and speaking skills.
- Learn to use new words, phrases and sentences correctly.
- To encourage the interests of learning English.
4. Methods
(1)Observation and feedback,
(2)Discussion and exploration of the topic (how to help students to read),
(3) Share their experiences,
(4) Teachers’ portfolios,
(5) Action research,
(6) Cooperate with colleagues to prepare English lessons,
(7) Develop the distributed new teaching methods,
(8) Discuss with colleagues,
(9) Build a workshop.
5. Activities: 99 School Year Plans （At least 12 times）
Date/Time Meeting Methods Instructor Place
1 Jan.5 (Tuesday)
13:10-15:20 (1) Set the schedule for the school-year.
A. The range of the exam,
B. The exam time
C. The staff and tutors.
(2) Design the activities.
A. Make a speech,
B. Read-aloud contest,
C. Basic Competence test: Verbal and listening ability,
D. Ten-minute play,
E. Develop a partnership with the English speaking society. Peers discussion Fey Chen
Conference Room
2 Jan. 12
(Tuesday)
13:10-15:20 (1) Discuss the questions that we have faced in the classroom or during teaching.
(2) Discuss the topic of the worksheet: Sympathy: how to love others.
(3) Distribute the key points of each chapter to the teachers. Create teaching media Conference Room
3 Feb. 23
(Tuesday)
13:10-15:20 (1) Discuss English songs.
(2) Discuss practical teaching methods, units, and classroom activities for media education. Buy the song albums All teachers Conference Room
4 March 9
(Tuesday)
13:10-15:20 (1) Use the web as a “media lab”: working with media using the internet.
(2) Try to build learner-centered environments through technology integration. Try to use the teach media All teachers Multiple Media Classroom
5 March 23
(Tuesday)
13:10-15:20 (1) Analyze the exam paper: How to edit students’ translation (from Chinese to English).
(2) Cooperate with English Village teachers to help students speak English.
(3) Cooperate with EV teachers to read English books in the library. Share the experiences Conference Room
Nan-Jung English Village
Library
6 April 6
(Tuesday)
13:10-15:20 (1) Set the time table of classroom observations.
(2) Discuss the topic of the exam and scope of listening comprehension.
(3) Discuss the English Speech Contest: time, methods and place.
(4) Discuss the topic of the English Speech. Discuss two magazines:
(1)ABC
(2)Let’s talk in English. Teachers Conference Room
7 April 20
(Tuesday)
13:10-15:20 Launch the English Speech Contest and Recital Contest (1) Give some positive feedback to students
Teachers and
Staff The Fifth Multiple Media Center
8 May 11
(Tuesday)
13:10-15:20 (1) Ask teachers to attend the ICT meeting. (Information and Communication Technology).
(2) Select topic to help them learn to communicate in English speaking countries.
Workshop Teachers Conference Room
9 June 8
(Tuesday)
13:10-15:20 (1) Invite the professor of Shu-Te University to make a speech.
(2) Select the topics: How to design a good ten-minute play and how to help students read more outside of normal “reading” sessions.
(3) Invite teachers to our campus and share their reading experience. Workshop Teachers The Second Floor of Multiple Media Center
10 Aug. 31
(Tuesday)
13:10-15:20 Arrange the show time, show place and the judges of the ten-minute play.
(1) Demonstrate the shows,
(2) Give some positive feedback to students,
(3) Give some positive suggestions to students. Principal
Staff, English teachers and all eighth grade students Stadium
11 Sep. 14
(Tuesday)
13:10-15:20 (1) Discuss what the special points in the play are.
(2)Choose the best actors and actresses from the play. Brainstorming,
observation, and discussion Teachers Conference Room
12 Oct. 19
(Tuesday)
13:10-15:20 (1) Discuss the review books of the Ninth Grade.
(2) Create the exam papers.
(3) Create the review notes for students. Peers discussion Teachers Conference Room
6. Expectation and Evaluation
Expectation Evaluation
1. Continue to observe students’ progress According to the school report, teachers analyze the students’ weaknesses and help them solve related problems.
2. Analyze the exam papers effectively Evaluate students’ progress.
Share experiences.
3. Problem-solving ability Reflect on the weaknesses of teaching
4. Accumulate teachers’ portfolios Check the teachers’ blog
5. Develop students’ reading ability and compose a ten-minute show Demonstrate the show on stage
Make the English Speech
7. Outcomes
The following section tries to express the outcomes from the 99 school-year plans. The outcomes will be divided into two main parts. One is from the teachers, and the other is from the students. Teachers not only have a routine meeting on Tuesdays, but also attend on-the-job trainings. New ideas from the professional conversations and positive feedbacks new ideas are expected to upgrade or stimulate the teaching environment and trigger the appropriate responses.
The activities will be indicated in the following section and the detail activity will be showed in appendices 1, 2 and 3. The other is the student activities. They will be shown in appendices 3, 4, 5, 6 and 7. Furthermore, evaluations will be demonstrated in each activity.
7.1 Teachers Part
7.1.1 How to use your tones and intonations to pronounce the dialogues in the textbook (See appendix 1)
Normally, teacher-lead students dialogue pronunciation and reading activities tend to be boring and renders students listless and uninterested in English lectures. After this training, some of the top student’s will become interested in the new teaching methods. However, some basic level students may still feel bored because they do not know how to express themselves or the meaning of the contents in the textbook. In addition, some optimistic students like to joke around, so they would use unusual tones to pronounce words or sentences even though they are wrong.
In response to the student feedbacks we can alter or enhance the in-class teaching methods while, at the same time, understanding that not all students will embrace change.
7.1.2 How to Use the E-classroom (See appendix 2)
In the past two decades, we have seen information technology (IT) increase, drastically, in popularity. People started to venture this world through WWW, e-mail, chat rooms, discussion boards and so on. It has had a tremendous impact on teaching and learning.
IT not only offers immense knowledge but also supports brand-new teaching methods for teachers. In other words, it is vitally important for 21st century teachers to utilize the E-classroom as it can rapidly deliver relevant information to the teachers who need them and place technologies and resources at their fingertips.
7.2 Students Part
7.2.1 Teachers On-the-job training and Students Ten-min Play (See appendix 3)
Each year, eighth grade students participate in a ten-minute play at our school. Our schoolteachers intend to direct the play in a short time; that is, teachers hope to attend the training course. By way of discussing the many facets of the play, we can ignite teachers’ interest in the play.
Speaking English on stage is a good way to help students open their mouths to practice speaking. At the end of the play school teachers and English Village teachers will critique the students and, in turn, boost their courage.
However, there are some embarrassed problems that we need to discuss here. First, some shy students sometimes hide themselves, and they don’t want to speak English in public. Second, schoolteachers need to face the different teaching theme in each school year; namely, schoolteachers have to write the script by themselves according to the theme. It takes long time to write and edit the script. In addition, some themes seem to beyond junior high school students’ ability. Third, some homeroom teachers cannot focus on the topic of the play. They will think it is a waste of time preparing for it. Fourth, teachers and students spend a lot of time creating the stage set. Unfortunately, it becomes garbage and is thrown away after the show.
7.2.2 Overseas Learning (See Appendix 4 & 5)
We continually encourage our schoolteachers and students to attend training courses either in Taiwan or foreign countries, and also upgrade our teaching equipment to the most cutting-edge technology in education. The following reflects what we have done.
For the students’ experience, we have taken them to different countries such as Japan and Australia which provides even more exclusive benefits for the dynamic learners. Our goal is to establish a relationship with our sister schools in America, New Zealand, Canada and the United Kingdom in the near future.
After the journey, students wrote down their thoughts and experiences. It is a good chance for students to broad their global knowledge. However, learning trips to other countries is not cheap, so only a few students can join the tour. Some talented students want to join the learning tour, but because of financial issues are, unfortunately, they are unable to attend. We hope to seek a sister school in English speaking countries or exchange students to assist these students to fulfill their dreams.
7.2.3 Recital Competition (See Appendix 6)
The recital competition will be an annual recurring event to promote students’ pronunciation and intonation skills. As a result of continuous practice and guidance from the teachers most students will end up speaking more accurately and fluently.
7.2.4 Outside Reading (See Appendix 7)
Reading is one of the best hobbies a person can have; as it follows you the rest of your life. Through reading, anyone can temporarily leave the real world behind and enter a fantasy world of their choice which allows them to experience the joy of reading and, at the same time, absorb new knowledge.
In addition, our school has already been selected into the top 100 reading school in Taiwan. (See the website http://blog.yam.com/cwkids/article/31985948.) Based on the students’ expression, they raise some good points.
＊ Reading improves their vocabulary,
＊ Gives them a glimpse into other cultures and countries,
＊ Improves concentration, focus and discipline,
＊ Improves creativity,
＊ They often have something to talk about.
As we all know that reading gives us an insight into the diversity of ethnic people, their customs, lifestyles, etc. We will become more aware of the different places and the code of conduct that exists there.
But, we still need to be aware of some important issues points in English reading. First, some of the homeroom teachers are unable to teach English and thus the simple act of reading the language places a lot of pressure and anxiety on them. Second, inviting college students to teach and guide our students will be a good way to help homeroom teachers. Third, we can set up a study group for parents who are willing to guide students to read articles. These parents will, in turn, become teaching assistants at our school.
8. Conclusion
The progression of learning and teaching at Nan Jung Junior High is unprecedented. We are looking for better teaching methods for our schoolteachers and students. We know we will face more challenges than ever before; however, we believe we can confidently foster the enthusiasm and drive in order to bring a new energy to our organization in an ever competitive new era for the Expect-unexpected, English Community.
2010-11-08
濫用藥物的學習單參考
《是非題》
1.吸食毒品和得精神病(如被害妄想、幻覺、多疑)沒有關係。
(1) 是 (2)否
答案提示：（2）。吸毒不僅會出現幻覺、妄想，甚至可導致精神的崩潰。所以吸食毒品和精神病是有關連的。
2.安非他命容易造成意外傷亡及暴力事件。
(1) 是 (2)否
答案提示：（1）。長期使用安非他命，心理上會有意識混淆、錯覺、幻覺等，致其人格異常、情緒困擾情形嚴重，面對挫折，動輒用激烈手段處理，因而容易造成意外傷亡及暴力事件。
3.有些國家的農民種罌粟植物(可製作鴉片)來賺錢，所以在台灣種植罌粟植物也合法。
(1) 是 (2)否
答案提示：（2）。依據「毒品危害防制條例」的規定，意圖供製造毒品，而栽種罌粟、古柯、大麻等植物者，最高可處無期徒刑或七年以上有期徒刑，得併科七百萬元以下罰金。此外，意圖販賣而持有或轉讓罌粟、古柯、大麻種子，最高可處三年以下有期徒刑。
4.安非他命常被不當濫用在減肥藥中。
(1) 是 (2)否
答案提示：（1）。由於安非他命具有降低食慾的作用，因而常被滲入非法減肥藥物當中，使用藥者在不知情的情況下成癮，因此關於減肥藥的使用仍須透過醫師處方，小心使用。
5.會抽菸、喝酒、嚼檳榔的青少年，以後也比較會去吸食安非他命。
(1)是 (2)否
答案提示：（1）。吸菸、喝酒、嚼檳榔是物質濫用的入門物質，吸菸、喝酒、嚼檳榔者，比較容易接觸到毒品。
《選擇題》
6.所謂「約會強暴丸」是指下列何種藥品？
(1) 安非他命
(2) FM2（一種安眠鎮靜劑）
(3) MDMA（搖頭丸）
(4) 海洛因
答案提示：（2）。約會強暴丸是FM2的俗名，容易造成受害者昏迷。
7.以下有關毒品問題，何者為非？
(1) 毒品種類分四級
(2) 藥物濫用預防分三級
(3) 吸食毒品成癮者，可到精神科求診
(4) 學校老師大多可單獨輔導可能吸毒的學生，也會治療學生毒癮
答案提示：（4）。
（4）老師發現學生吸毒，老師該如何處理：
a.尋求協助：立刻配合輔導人員深入瞭解並與學生家長聯繫，若有戒毒的需要，則要立刻主動與當地衛生醫療機構聯繫，進行戒治。
b.幫助學生：持續給予吸毒學生精神支持及關懷。
8.下列何者是紓解壓力的好方法？
(1) 到戶外踏青散散心。
(2) 去速食店吃炸雞和奶茶
(3) 去網咖打電動。
(4) 喝杯酒或來根菸解悶。
答案提示：（1）。紓解壓力的方法有很多種，但要注意不可因為壓力大而掉入了物質濫用的泥悼，而像網咖、遊樂場、PUB、舞廳等亦易有毒品的誘惑出現。
9.下面哪一項不是毒品讓人成癮的原因？
(1) 使人興奮
(2) 產生欣快感（快樂的感覺）
(3) 感到痛苦
(4) 立即解放感（馬上覺得輕鬆）
答案提示：（3）。在毒品使用初期會有暫時性的欣快感、興奮、滿足以及解放的感受，而使得初期服用毒品者不自覺地深陷其中。
10.以下哪種藥物使用後會上癮？
(1) 海洛因
(2) 安非他命
(3) 強力膠
(4) 以上皆是
答案提示：（4）。依據毒品危害防制條例，毒品是具有成癮性、濫用性以及社會危害性的物質，而海洛因是被列為一級毒品，安非他命為二級毒品。雖然強力膠並無列入毒品危害防制條例當中，但有報告指出，長期使用強力膠可能會產生心理依賴及耐受性。
1.吸食毒品和得精神病(如被害妄想、幻覺、多疑)沒有關係。
(1) 是 (2)否
答案提示：（2）。吸毒不僅會出現幻覺、妄想，甚至可導致精神的崩潰。所以吸食毒品和精神病是有關連的。
2.安非他命容易造成意外傷亡及暴力事件。
(1) 是 (2)否
答案提示：（1）。長期使用安非他命，心理上會有意識混淆、錯覺、幻覺等，致其人格異常、情緒困擾情形嚴重，面對挫折，動輒用激烈手段處理，因而容易造成意外傷亡及暴力事件。
3.有些國家的農民種罌粟植物(可製作鴉片)來賺錢，所以在台灣種植罌粟植物也合法。
(1) 是 (2)否
答案提示：（2）。依據「毒品危害防制條例」的規定，意圖供製造毒品，而栽種罌粟、古柯、大麻等植物者，最高可處無期徒刑或七年以上有期徒刑，得併科七百萬元以下罰金。此外，意圖販賣而持有或轉讓罌粟、古柯、大麻種子，最高可處三年以下有期徒刑。
4.安非他命常被不當濫用在減肥藥中。
(1) 是 (2)否
答案提示：（1）。由於安非他命具有降低食慾的作用，因而常被滲入非法減肥藥物當中，使用藥者在不知情的情況下成癮，因此關於減肥藥的使用仍須透過醫師處方，小心使用。
5.會抽菸、喝酒、嚼檳榔的青少年，以後也比較會去吸食安非他命。
(1)是 (2)否
答案提示：（1）。吸菸、喝酒、嚼檳榔是物質濫用的入門物質，吸菸、喝酒、嚼檳榔者，比較容易接觸到毒品。
《選擇題》
6.所謂「約會強暴丸」是指下列何種藥品？
(1) 安非他命
(2) FM2（一種安眠鎮靜劑）
(3) MDMA（搖頭丸）
(4) 海洛因
答案提示：（2）。約會強暴丸是FM2的俗名，容易造成受害者昏迷。
7.以下有關毒品問題，何者為非？
(1) 毒品種類分四級
(2) 藥物濫用預防分三級
(3) 吸食毒品成癮者，可到精神科求診
(4) 學校老師大多可單獨輔導可能吸毒的學生，也會治療學生毒癮
答案提示：（4）。
（4）老師發現學生吸毒，老師該如何處理：
a.尋求協助：立刻配合輔導人員深入瞭解並與學生家長聯繫，若有戒毒的需要，則要立刻主動與當地衛生醫療機構聯繫，進行戒治。
b.幫助學生：持續給予吸毒學生精神支持及關懷。
8.下列何者是紓解壓力的好方法？
(1) 到戶外踏青散散心。
(2) 去速食店吃炸雞和奶茶
(3) 去網咖打電動。
(4) 喝杯酒或來根菸解悶。
答案提示：（1）。紓解壓力的方法有很多種，但要注意不可因為壓力大而掉入了物質濫用的泥悼，而像網咖、遊樂場、PUB、舞廳等亦易有毒品的誘惑出現。
9.下面哪一項不是毒品讓人成癮的原因？
(1) 使人興奮
(2) 產生欣快感（快樂的感覺）
(3) 感到痛苦
(4) 立即解放感（馬上覺得輕鬆）
答案提示：（3）。在毒品使用初期會有暫時性的欣快感、興奮、滿足以及解放的感受，而使得初期服用毒品者不自覺地深陷其中。
10.以下哪種藥物使用後會上癮？
(1) 海洛因
(2) 安非他命
(3) 強力膠
(4) 以上皆是
答案提示：（4）。依據毒品危害防制條例，毒品是具有成癮性、濫用性以及社會危害性的物質，而海洛因是被列為一級毒品，安非他命為二級毒品。雖然強力膠並無列入毒品危害防制條例當中，但有報告指出，長期使用強力膠可能會產生心理依賴及耐受性。
2009-10-12
New Zealand Study Trip
2010年南榮國中學生紐西蘭十四天遊學計畫
承辦人：南榮國中丘麗英老師2009.10
08-8631112-13
藉由您的參與豐富你的人生，使你踏上國際競爭舞台，開拓不同的國際視野！
屏東縣私立南榮國中於1966年創校，即使籌建歷程篳路藍縷，本校仍自1983年起致力於國際文化交流，其交流對象包括日本、新加坡、馬來西亞、德國、澳洲等國，目前更將其觸角延伸入紐西蘭。
有鑑於國際交流之頻繁、英語學習之重要，在師生共同努力之下，本校於2007年成立南榮國際英語村。去年總計超過7000人次之南臺灣各地國中小學生(7-16歲)參與英語村語言學習課程。
目前計畫2010年三月紐西蘭遊學課程如下：
1. 目標：建置英語實境教學，培育學生外語使用機會與膽識，藉以擴展國際觀。
2. 實施方式：針對12-15歲南榮國中學生，委由遊學代辦中心金色山莊負責，使其帶領具有豐富教學經驗之紐西蘭教師群，提供學生一週的語言課程。
3. 學習地點：紐西蘭北島KatiKati College 或Rose Hill College。
4. 分級測驗與小團體教學(3-5人)：紐西蘭遊學期間全程有本校兩名隨團老師及金色山莊老師們隨行照顧。
5. 安排精緻多樣化團體旅遊活動，讓學生真正體會「遊」世界「學」英文。
6. 活動內容：奧克蘭博物館、Misson Bay、懷卡多河畔野餐、萬國花園、世界八大奇景威吐摩螢火蟲洞旺格瑪他之旅：教堂灣、淺水灣獨木舟、毛利歌舞、登蒙甲努伊山(欣賞沖浪海灘) 、騎馬上山賞海景(馬術課程體驗)。
7. 補課事宜：南榮國中教務處於寒假輔導課時，先行安排下學期補課兩週之事宜。
8. 附件：
（1）. 紐西蘭遊學剪影，幫助您及孩子能夠更了解遊學內容。
（2）. 紐西蘭遊學團報價，以及活動行程規畫(全部行程14天，含機票、行程景點、課程、接待家庭、食宿，預計約新臺幣八萬元)。若因班機或其他因素(如遇航空公司調整票價、稅金或簽證匯率巨大變動)，南榮國中得以做其他修正。
（3）. 紐西蘭遊學團報名表。
承辦人：南榮國中丘麗英老師2009.10
08-8631112-13
藉由您的參與豐富你的人生，使你踏上國際競爭舞台，開拓不同的國際視野！
屏東縣私立南榮國中於1966年創校，即使籌建歷程篳路藍縷，本校仍自1983年起致力於國際文化交流，其交流對象包括日本、新加坡、馬來西亞、德國、澳洲等國，目前更將其觸角延伸入紐西蘭。
有鑑於國際交流之頻繁、英語學習之重要，在師生共同努力之下，本校於2007年成立南榮國際英語村。去年總計超過7000人次之南臺灣各地國中小學生(7-16歲)參與英語村語言學習課程。
目前計畫2010年三月紐西蘭遊學課程如下：
1. 目標：建置英語實境教學，培育學生外語使用機會與膽識，藉以擴展國際觀。
2. 實施方式：針對12-15歲南榮國中學生，委由遊學代辦中心金色山莊負責，使其帶領具有豐富教學經驗之紐西蘭教師群，提供學生一週的語言課程。
3. 學習地點：紐西蘭北島KatiKati College 或Rose Hill College。
4. 分級測驗與小團體教學(3-5人)：紐西蘭遊學期間全程有本校兩名隨團老師及金色山莊老師們隨行照顧。
5. 安排精緻多樣化團體旅遊活動，讓學生真正體會「遊」世界「學」英文。
6. 活動內容：奧克蘭博物館、Misson Bay、懷卡多河畔野餐、萬國花園、世界八大奇景威吐摩螢火蟲洞旺格瑪他之旅：教堂灣、淺水灣獨木舟、毛利歌舞、登蒙甲努伊山(欣賞沖浪海灘) 、騎馬上山賞海景(馬術課程體驗)。
7. 補課事宜：南榮國中教務處於寒假輔導課時，先行安排下學期補課兩週之事宜。
8. 附件：
（1）. 紐西蘭遊學剪影，幫助您及孩子能夠更了解遊學內容。
（2）. 紐西蘭遊學團報價，以及活動行程規畫(全部行程14天，含機票、行程景點、課程、接待家庭、食宿，預計約新臺幣八萬元)。若因班機或其他因素(如遇航空公司調整票價、稅金或簽證匯率巨大變動)，南榮國中得以做其他修正。
（3）. 紐西蘭遊學團報名表。
2009-06-18
屏東縣私立南榮國中國際交流教育成果
屏東縣私立南榮國中國際交流教育成果
南榮國中丘麗英老師06/15/09
屏東縣私立南榮國中於民國55年創校，籌建篳路藍縷。自民國72年，施行九年一貫課程改革，以強化國際視野與國際化教育為重要議題，即致力於國際文化交流不遺餘力，其中交流對象包括日本、新加坡、馬來西亞、紐西蘭、澳洲等國家。
因應趨勢之下，屏東縣教育處秉持部會推展國際化宗旨，努力建構國中小國際觀及增益國際化之作為，推出「系統化」、「專業化」、「績效化」之策略。在這理念中，南榮國中師生戮力合作，加強中小學師生參與國際教育交流活動，因此98年獲得教育部青睞獲選為全國ICT (International Conference on Technology) 十大典範學校。
二十一世紀是資訊業蓬勃發展的時代，我們企盼師生能運用資訊網路跨越地域與時空的限制，應用所學，以英語為主要溝通工具，與臺灣以外的國家之學生進行分享學習與交流。茲敘述本校實際措施如下：
一、教師方面：
提昇教師教學品質，鼓勵校內老師在職進修，修習國內外研究所課程。實施教師分組英語知能研習，研習中將校內教師協同英語村外籍教師，給予各組適當英語訓練課程。
另為延伸觸角，曾有日本青森縣官員若松女士、加拿大國際交流處處長Hugh McKeown、紐西蘭Kati Kati校長Peter、美國培基主任George蒞臨南榮國中，進行意見訪談，本校積極地培養教師及同學們帶著走的能力、不斷地充實自己專業能力外的英語語文能力，可見一斑。
二、學生方面：
帶領學生進入不同的學習領域、接觸不同文化，例如日本、德國、澳洲 (Caloundra Christian College)、新加坡坤成女中、培風中學、紐西蘭(Hillcrest)等來校訪問。
目前已締結三所姐妹校：日本九州豐國學園、東京國際學園、以及長野縣櫻花高校。我們正努力地將遊學組織化，並更有效地運作，希望未來能在美國、紐西蘭、加拿大、英國等締結姐妹校，進而交換學生，促使我們更具優勢來面對未來環境的挑戰。
民國97年，學校募款700餘萬元，籌設南台灣首座全方位專業英語村，目前共有八位外籍教師，至今服務6千餘位師生，提供校內師生及南台灣學生一個虛擬的全英文環境，頗獲佳評。
三、科技應用：
當新興技術發展時，我們不自滿於過時的設備，努力將舊資訊系統汰舊換新，因此曾於94年成為教育部機會數位中心（DOC），亦是行政院研考會所評選全國第一名的資訊代理人，下一個工作目標：將結合資策會的經驗與專業（雲端試算），來改善與交流國家之視訊裝置，並且運用英語了解世界脈動。
四、國際藝文團體蒞校演出活動：
本校曾邀請日本鬼太鼓、廣島馬林巴樂團、埼玉榮等知名團體蒞臨演出。是使得校園國際化工作能見度大大提高。
教學的方法與資訊科技是推陳出新的，我們不斷尋求創新、具有教學效能的方法來提昇教學內涵。我們也意識到將面臨許多困難與挑戰。但，我們希望也能在競爭異常激烈的新時代裡，激發熱情與動力，並為屏東縣推展國際交流事務中注入一股全新能量。
The Commemoration of International Communication Program in Nan-Jung Junior High School in Ping Tung By Iris Chiu 06/15/09
Nan-Jung Junior High School was founded in 1966. Over the past thirty years the school has gone through many developmental changes and has made much progress. We started our international communication program in 1982, and by 2009 we had received one of the top ten modeling schools in ICT (International Conference on Technology) from the Ministry of Education in Taiwan.
We continually encourage our schoolteachers and students to attend training courses either in Taiwan or foreign countries, and also upgrade our teaching equipment towards the most cutting-edge technology in education. The following reflects what we have done.
1. Teachers' part
We encourage teachers to attend on-the-job training. We also applaud teachers for their post graduate study in Taiwan, America and England. In addition, we extended our academia to connect with Hugh McKeown (Canadian Executive Director), Peter (Principal of Kaiti Kaiti College in New Zealand) and George (Dean of Institute in Basic Life Principals in U.S.A.)
2. Students’ part
For the students’ experience, we have led them into different countries such as Germany, Japan and Australia for even more features and benefits exclusively available to them as a dynamic learner. Our goal is to establish a relationship with sister schools in America, New Zealand, Canada and the United Kingdom in the near future. Furthermore, we officially built a professional English Village in 2008 to provide student and teachers with an opportunity to experience real-life experiences from America. We are delighted to see more than 6,000 students from all over southern Taiwan enjoy the English Village throughout the 2008-2009 semesters.
3. The employment of latest technology
We consistently upgrade our computer systems when the technology is of use to us; we’re never satisfied with outdated tools. The next improvement on our agenda will have us cooperate with the Institute for Information Industry. The aim is to upgrade our communication system and allow more people to use English to communicate with others, therefore increasing our eyesight of the world.
4. Three famous groups visited our school
Three famous groups visited our school
(1) Onidaiko performed in our school in 2005.
(2) The students of Hiroshima Junior High School played percussion music in 2009.
(3) Students and teachers of Saitama Senior High School visited us on May 1st, 2009. With their performance on our campus, we hope to catch people’s attention in the international communication program throughout the country.
The progression of learning and teaching at Nan Jung Junior High is unprecedented. We are looking for better teaching methods for our schoolteachers and students. We know we will face more challenges than before; however, we believe we can confidently foster enthusiasm and drive in order to bring a new energy to our organization in an ever competitive new era for Pingtung County.
南榮國中丘麗英老師06/15/09
屏東縣私立南榮國中於民國55年創校，籌建篳路藍縷。自民國72年，施行九年一貫課程改革，以強化國際視野與國際化教育為重要議題，即致力於國際文化交流不遺餘力，其中交流對象包括日本、新加坡、馬來西亞、紐西蘭、澳洲等國家。
因應趨勢之下，屏東縣教育處秉持部會推展國際化宗旨，努力建構國中小國際觀及增益國際化之作為，推出「系統化」、「專業化」、「績效化」之策略。在這理念中，南榮國中師生戮力合作，加強中小學師生參與國際教育交流活動，因此98年獲得教育部青睞獲選為全國ICT (International Conference on Technology) 十大典範學校。
二十一世紀是資訊業蓬勃發展的時代，我們企盼師生能運用資訊網路跨越地域與時空的限制，應用所學，以英語為主要溝通工具，與臺灣以外的國家之學生進行分享學習與交流。茲敘述本校實際措施如下：
一、教師方面：
提昇教師教學品質，鼓勵校內老師在職進修，修習國內外研究所課程。實施教師分組英語知能研習，研習中將校內教師協同英語村外籍教師，給予各組適當英語訓練課程。
另為延伸觸角，曾有日本青森縣官員若松女士、加拿大國際交流處處長Hugh McKeown、紐西蘭Kati Kati校長Peter、美國培基主任George蒞臨南榮國中，進行意見訪談，本校積極地培養教師及同學們帶著走的能力、不斷地充實自己專業能力外的英語語文能力，可見一斑。
二、學生方面：
帶領學生進入不同的學習領域、接觸不同文化，例如日本、德國、澳洲 (Caloundra Christian College)、新加坡坤成女中、培風中學、紐西蘭(Hillcrest)等來校訪問。
目前已締結三所姐妹校：日本九州豐國學園、東京國際學園、以及長野縣櫻花高校。我們正努力地將遊學組織化，並更有效地運作，希望未來能在美國、紐西蘭、加拿大、英國等締結姐妹校，進而交換學生，促使我們更具優勢來面對未來環境的挑戰。
民國97年，學校募款700餘萬元，籌設南台灣首座全方位專業英語村，目前共有八位外籍教師，至今服務6千餘位師生，提供校內師生及南台灣學生一個虛擬的全英文環境，頗獲佳評。
三、科技應用：
當新興技術發展時，我們不自滿於過時的設備，努力將舊資訊系統汰舊換新，因此曾於94年成為教育部機會數位中心（DOC），亦是行政院研考會所評選全國第一名的資訊代理人，下一個工作目標：將結合資策會的經驗與專業（雲端試算），來改善與交流國家之視訊裝置，並且運用英語了解世界脈動。
四、國際藝文團體蒞校演出活動：
本校曾邀請日本鬼太鼓、廣島馬林巴樂團、埼玉榮等知名團體蒞臨演出。是使得校園國際化工作能見度大大提高。
教學的方法與資訊科技是推陳出新的，我們不斷尋求創新、具有教學效能的方法來提昇教學內涵。我們也意識到將面臨許多困難與挑戰。但，我們希望也能在競爭異常激烈的新時代裡，激發熱情與動力，並為屏東縣推展國際交流事務中注入一股全新能量。
The Commemoration of International Communication Program in Nan-Jung Junior High School in Ping Tung By Iris Chiu 06/15/09
Nan-Jung Junior High School was founded in 1966. Over the past thirty years the school has gone through many developmental changes and has made much progress. We started our international communication program in 1982, and by 2009 we had received one of the top ten modeling schools in ICT (International Conference on Technology) from the Ministry of Education in Taiwan.
We continually encourage our schoolteachers and students to attend training courses either in Taiwan or foreign countries, and also upgrade our teaching equipment towards the most cutting-edge technology in education. The following reflects what we have done.
1. Teachers' part
We encourage teachers to attend on-the-job training. We also applaud teachers for their post graduate study in Taiwan, America and England. In addition, we extended our academia to connect with Hugh McKeown (Canadian Executive Director), Peter (Principal of Kaiti Kaiti College in New Zealand) and George (Dean of Institute in Basic Life Principals in U.S.A.)
2. Students’ part
For the students’ experience, we have led them into different countries such as Germany, Japan and Australia for even more features and benefits exclusively available to them as a dynamic learner. Our goal is to establish a relationship with sister schools in America, New Zealand, Canada and the United Kingdom in the near future. Furthermore, we officially built a professional English Village in 2008 to provide student and teachers with an opportunity to experience real-life experiences from America. We are delighted to see more than 6,000 students from all over southern Taiwan enjoy the English Village throughout the 2008-2009 semesters.
3. The employment of latest technology
We consistently upgrade our computer systems when the technology is of use to us; we’re never satisfied with outdated tools. The next improvement on our agenda will have us cooperate with the Institute for Information Industry. The aim is to upgrade our communication system and allow more people to use English to communicate with others, therefore increasing our eyesight of the world.
4. Three famous groups visited our school
Three famous groups visited our school
(1) Onidaiko performed in our school in 2005.
(2) The students of Hiroshima Junior High School played percussion music in 2009.
(3) Students and teachers of Saitama Senior High School visited us on May 1st, 2009. With their performance on our campus, we hope to catch people’s attention in the international communication program throughout the country.
The progression of learning and teaching at Nan Jung Junior High is unprecedented. We are looking for better teaching methods for our schoolteachers and students. We know we will face more challenges than before; however, we believe we can confidently foster enthusiasm and drive in order to bring a new energy to our organization in an ever competitive new era for Pingtung County.
2009-04-30
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