Live, Write and Learn—
Cross-Cultural Pen Pal Exchange Project
臺北市立成功高中
崔世玲
I. Abstract
This lesson plan aims to arouse 12th graders’ interest in English writing as well as
expose students to authentic English through a cross-cultural pen pal exchange project.
When students write to an international student their own age, English transforms
from a subject they study for tests, to an exciting language they can use to
communicate with those who have a very different life yet still share many of the
same experiences of youth. Writing to a native speaker of English of their age will
raise students’ awareness of the cultural differences between America and Taiwan, and
allow them to foster international awareness and friendships. The Halloween lesson
conducted by the partner teacher from the U.S. further kindles students’ interest in
sharpening their English skills. Through discussions and letter exchanges, the students
will not only improve their English writing abilities but also develop their global
perspectives.
II. Objectives
1. Students will be highly motivated in English writing class.
2. Students will be aware of cultural differences between Taiwan and America.
3. Students will be exposed to authentic written English by exchanging letters with
American high school students.
4. Students will be familiar with the format of English letters and expressions to
describe daily activities.
5. Students will know how to use English to introduce famous scenic spots and
various traditions and customs in Taiwan.
III. Grade Level
This lesson plan is intended for seniors in high school with intermediate or
high-intermediate proficiency of English, who already know commonly used sentence
patterns and enough vocabulary to express themselves in English.
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IV. Time Allotment
Although this is a semester-long project, it takes four class periods to teach a
special sequence of theme-based lessons to help students write smoothly.
Period
Theme
1
How to write an English
1. Introducing the format of an English letter.
letter
2. Discussing possible topics to write about in
the letters to pen pals.
3. Teaching useful expressions about daily
activities and other possible topics.
Cultural shock
1. Sharing letters and souvenirs from American
2
Activity
pen pals.
2. Discussing differences in life styles and
thoughts that trigger cultural shock from pen
pals’ letters.
3
Halloween Lesson by
1. Telling stories about Halloween: the origin
the partner American
teacher from Arsenal
Tech High School,
Indiana, U.S.A.
of Halloween and “The Legend of Sleepy
Hollow.”
2. Demonstrating how to carve a
Jack-O-Lantern.
3. Apple-bobbing game.
4. Talking about life in America by showing
some photos.
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Feedback
1. Asking students to fill out a questionnaire.
2. Sharing what students learned from this
project.
V. Materials
1. Handouts：
A. Format of a Letter
B. How to Introduce Taiwan to Foreigners
C. Handouts about the story of “The Legend of Sleepy Hollow.”
2. A document camera, a projector and a screen.
3. Apples and a big plastic bin for the “Apple Bobbing” game.
4. A knife, pumpkins and candles.
5. Photos about Life in America.
6. Letter paper in different styles.
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VI. Teaching Procedure
Before the First Period
1. Students were asked to write an essay to briefly introduce themselves in order for
teachers to pair them up with students from Arsenal Tech High School in Indiana,
U.S.A.
2. Students wrote a composition under the title “If you were a tour guide, how would
you introduce Taiwan to foreign tourists?” They needed to write about the
must-see places and must-eat dishes in Taiwan.
The First Period: How to Write a Letter
Activity
1. Introduce the format
of an English letter.
Procedure
1. Use the handout (Appendix 1) to introduce different
parts of a letter and teach students how to write a
letter.
2. Provide students with proper examples of
complimentary close that they can use when writing
to pen pals.(See Appendix 1)
2. Discuss possible
topics to write in the
letters to pen pals.
Introducing Taiwan
1. Based on students’ composition about how to
introduce Taiwan to tourists, list the most popular
scenic spots, foods of Taiwan and provide students
with proper translations of special snacks
frequently seen in the night markets, and names of
different scenic spots. (See Appendix 2)
2. Remind students to make use of the pamphlets they
can get in different Taipei MRT stations.
3. Advise students that many Taiwanese postcards
could be perfect souvenirs for pen pals.
Other Topics to Write about
Discuss what other topics students may write about in
their letters to pen pals. Examples:
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sports
online games
3. Teach useful
vocabulary and
expressions about
daily activities and
other possible topics
movies
famous pop singers
1. Invite students to share about their interests, hobbies
and daily life and talk about what activities may
interest American high school students.
2. Teach vocabulary and expressions about students’
hobbies and other possible topics they can write in
their letters.
The Second Period: Cultural Shock
Activity
1. Share letters and
souvenirs from
American pen pals.
2. Discuss differences in
life styles and thoughts
that trigger cultural
shock from pen pals’
letters.
Procedure
Students share the first letters from students at Arsenal
Tech High School and talk about how they feel about
getting letters from native speakers of English.
1. Ask students to talk about differences they found
between Taiwanese and American high school life.
Example:
A. Attitude towards studying
B. Whether to go to college
C. Attitude towards marriage and relationship. Some of
their pen pals already have their own babies (but
this is very rare), which is quite shocking to
students in Taiwan.
2. Discuss what may cause these cultural differences:
family background, education, financial
difficulty, …etc.
3 Ask students to write
1. For an assignment, students will write drafts of their
drafts of their replied
letters.
first pen pal letters and turn them in for corrections.
(See Appendix 3.) Then, write their replied letters.
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Students in Taiwan and
American happily shared
letters and souvenirs from
their pen pals
The Third Period: Halloween Lesson
Activity
1. Telling stories about
Halloween: the origin
of Halloween and “The
Legend of Sleepy
Hollow.”
Procedure
1. The American teacher briefly introduces himself and
the state of Indiana
2. Ask how much students know about “Halloween”
and talk about the origin of Halloween.
3. Tell the story of “The Legend of Sleepy Hollow.”
4. Ask students some questions to check how much
they understand about the story from listening.
5. Pass out the handout of the story and ask students to
read it. (See Appendix 4.)
The American partner
teacher is telling the
story of “The Legend
of Sleepy Hollow.”
2. Demonstrating how to
carve a Jack-O-Lantern.
1. Show the students a pre-carved Jack-O-Lantern to
arouse their interest.
2. Ask students to help choose the face (scary or
funny) and tell students the best ways to carve a
pumpkin during the demonstration.
3. Use a document camera to show the steps of carving
a pumpkin on the screen.
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3. Apple-bobbing game
1. Tell students about Halloween parties and ask for
volunteers for a game before they know what it
really is. (Everyone will love it.)
2. Give students a chance to bob for apples. Explain
the game rules and invite volunteers to participate in
the game. Volunteers will get an apple as a reward.
4. Talking about life in
1. Introduce life in American by showing a photo
America by showing some
album to students.
photos.
2. Q & A time about life in America.
Family and the Christmas tree
School cafeteria
Downtown Indianapolis
Before the Fourth Period
1. Students will have exchanged three letters with their American pen pals by the end
of the semester. They need to write a draft for each letter and submit it to the
teacher for correction.
2. To allow students more time to practice writing, students will write their drafts
and letters at home and ask the teacher for help whenever they have trouble
finding proper expressions.
3. The Fourth Period is conducted at the end of the semester.
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The Fourth Period: Feedback
Activity
Procedure
1. Asking students to fill
out a questionnaire.
Ask students to complete a questionnaire to reflect on
what they have learned form this project. (See
Appendix 5.)
2. Sharing what students
1. Ask students to share their feedback about this
learned from this
project.
project.
2. By using the document camera, show scanned files
of letters and souvenirs from both Taiwanese and
American students. (See Appendix 6 and 7.)
* Please see the attached DVD for the results of all the collected questionnaires.
VII. Reflections
Carrying out a cross-cultural pen pal exchange project for senior students is quite
a challenge for teachers. However, it is pretty rewarding according to students’
feedback in the questionnaires.
1. Students are highly motivated in English writing class.
This writing project enables students to contact native speakers of English of
their age, which generates a strong motivation for learning. With four theme-based
lessons, students are equipped with vocabulary and expressions needed for authentic
communication in writing. Instead of being a required course at school, English
writing is a useful tool for them to share lives with their pen pals. They become more
active in learning to write better letters to impress their pen pals. Even students who
are not good at English benefit from this project thanks to useful expressions taught in
class and other writing practices. This also corresponds to Krashen’s i+1 hypothesis,
which says students will learn better when exposed to language inputs a little more
difficult than their levels.
This project also allows senior students to learn English writing in a more
interesting way. According to their responses in the questionnaire, almost all students
like this project and think it gives them a break from their tedious and stressful life in
senior year.
2. Students experience authentic cultural lessons.
Most of the Taiwanese students in this project have never been to America before.
Therefore, they feel happy when receiving pen pal letters from America. They are
surprised to know how openly American students will share their thoughts and envy
the freedom American students enjoy. Some of them even think about being exchange
students in the future after participating this project. The visit and teaching
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demonstration of the partner American teacher highlights the whole project. Students
are thrilled to meet him and talk to him in person. With his vivid teaching style,
students not only know more about Halloween and American life but experience a
valuable cultural lesson taught in authentic English.
While preparing souvenirs for pen pals, students are urged to look for what can
represent Taiwan and start to think deeper about Taiwanese culture. As a result, his
project helps students know more about Taiwanese as well as American cultures and
broaden their horizons.
3. Traditional letter writing is still irreplaceable.
These days, students always communicate through emails, texting messages or
other electronic devices which can provide instant responses. It may sound
old-fashioned to ask students to write letters and to wait for several weeks to get
replies. However, this project proves that letters writing is still irreplaceable for
students of the electronic generation. First, writing letters gives students more time to
think carefully about what to write to their pen pals. Unlike emailing or texting,
students will be able to think about the wording and organization of their letters.
Besides, writing drafts for letters helps students avoid making unnecessary mistakes.
Although it may sometimes be troublesome, most students think writing drafts helps
sharpen their writing skills and spelling in English. Moreover, traditional letter writing
is a more personalized activity. Students can use different letter paper or add
illustrations to letters to show their personal styles. These pen pal letters can also
serve as commemoration of their high school life. Surprisingly, according to students’
feedback, traditional letter writing can keep senior students from getting hooked on
the computer, which is a benefit beyond the teacher’s expectation!
Even though it is quite time-consuming and stressful for the teacher to correct
drafts of letters and ask students to turn in letters in time for mailing, it is worthwhile
to carry out this lesson plan since it benefits students a lot by integrating cultural
lessons to English writing class and providing them an alternative way of fun learning.
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VIII. References
呂秋霞(2003). The Effects of Using Cross-cultural E-mail Exchange Projects on
Developing Taiwanese Junior High School Students’ Linguistic Skills and Cultural
Awareness: A Case Study of Seventeen Junior High School Students.Retrieved
from
http://etds.lib.ntnu.edu.tw/cgi-bin/gs/ntnugsweb.cgi?o=dntnucdr&i=sid=%2291N
TNU0238050%22.
Allen, Sheilah M (1995) Project Penpal: An International Writing Exchange via
Electronic Mail between Adolescent Students. Retrieved from
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERI
CExtSearch_SearchValue_0=ED390057&ERICExtSearch_SearchType_0=no&ac
cno=ED390057
Hwang, Caroline C. (2005) Effective EFL Education Through Popular
Authentic Materials. Asia EFL Journal: Retrieved March, 2005, from
http://www.asian-efl-journal.com/March_05_ch.pdf
Krashen, S., & Terrell, T. (1983). The Natural Approach: Language Acquisition in the
Classroom. New York: Prentice Hall.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London & New
York: Longman.
Krashen, S. (1989). Language Acquisition and Language Education. New York:
Prentice Hall.
Nunan, D. (1999). Second Language Teaching and Learning. Boston, MA: Heinle &
Heinle.
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Appendix 1
Format of a Letter
稱謂(Salutation)
日期(Date)
Dear Sun Yong-Kang,
September 8, 2011
Your letter eventually followed me to my new address. I’m afraid I can be of
much specific help to you. I am, however, sending you a directory of physics
programs in the U.S. On pp. 178-180 are programs leading to a Master’s or Ph. D. My
suggestion is to look over the program descriptions and then to write directly to the
addresses given if any look appropriate. Stress that you need financial aid.
I wouldn’t worry too much about your English. Your academic background
seems strong.
結束語
Good luck,
Harvey Nadler
(Complimentary Close)
簽名
(Signature)
Examples of Complimentary Close Expressions(結束語):
Sincerely yours/ Yours sincerely,
Truly yours/ Yours truly,
Your friend,
Best regards/ Best wishes, Good luck
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正文(Body)
Appendix 2: Scenic Spots & Special Snacks in Taiwan
Northern Taiwan
1. 國立故宮博物院 National Palace Museum
2. 士林夜市 Shilin Night Market
3 陽明山 Yanmingshan/ Yanmin Mountain
4 九份 Jiufen
National Palace Museum
Jiufen
Shilin Night Market
Central Taiwan
1. 日月潭
2. 阿里山
3. 清境農場
4. 逢甲夜市
Sun-Moon Lake
Ali Mountain/ Mt. Ali
Qing-Jing Farm/ Cing-Jing Farm
Feng-Jia Night Market
Sun-Moon Lake
Ali Mountain/ Mt. Ali
Qing-Jing Farm/ Cing-Jing Farm
Southern Taiwan
1. 台南夜市 Flowers Night Market in Tainan
2. 墾丁 Kenting
3. 高雄 Kaohsiung
Flowers Night Market in Tainan
Kenting
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Kaohsiung
Eastern Taiwan
1. 花蓮 Hualien
2. 太魯閣峽谷 Taroko Gorge
3. 秀姑巒溪泛舟
White Water Rafting in Siouguluan River
Hualien
Taroko Gorge
White Water Rafting in Siouguluan River
Famous Taiwanese Snacks
1. 珍珠奶茶
2. 豬血糕
3.
4.
5.
6.
pearl milk tea
pig blood rice cake
蚵仔/大腸麵線
蚵仔煎
芒果冰
臭豆腐
7. 炸雞排
8. 大腸包小腸
stinky tofu
pearl milk tea
oyster/ intestine thin noodles
oyster omelet
shaved ice with mango
stinky tofu
deep fried chicken fillet
small sausage wrapped in sticky rice sausage
pig blood rice cake
deep fried chicken fillet
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small sausage wrapped in sticky rice sausage
shaved ice with mango
Appendix 3:
Students’ drafts (the corrected version)
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Appendix 4
The Legend of Sleepy Hollow
by Washington Irving, adapted by Mike Dwyer
In New York there is a small valley known as Sleepy Hollow where the people have a
strange story about a headless ghost who rides a horse at night. The story says the man
died many years ago during the American revolutionary war when his head was shot off.
Every night he rises from his burial place, jumps on his horse and rides through the
valley looking for his lost head.
The village had a small school with a teacher, named Ichabod Crane. Ichabod Crane
was a good name for him because he looked like a tall bird called a crane. He was tall
and thin like a crane and his shoulders were small, joined two long arms. His head was
small and he had big ears, large glassy green eyes and a long nose a little like a bird.
Ichabod was tall and thin but he loved to eat lots of food. He often had dinner with the
families in his village, and one of them had a beautiful girl named Katrina Tassel that
Ichabod fell in love with. Unfortunately the town had a strong young man named Brom
Bones who was a hero to all the young ladies and Brom also liked Katrina.
One day in fall Ichabod was invited to a big party at Katrina Tassel’s home. At the party
Brom told the story of the headless horseman but after the story Ichabod tried to ask
Katrina to marry him. He left the party looking sad but while riding his old horse home, in
the darkness he saw something big and black in the shadows. It was a large black horse
with a headless man. He tried to escape but it chased him to a bridge. Ichabod heard
that ghosts do not like to cross water so he tried to ride over the bridge, but he saw the
rider pick up his head with glowing yellow eyes and throw it with a powerful force. The
head hit Ichabod in the face and knocked him off his horse to the dirt below.
They found Ichabod's horse the next day peacefully eating grass. But they could not find
Ichabod. They saw the foot marks of Ichabod's horse as it had raced through the valley.
They even found Ichabod's old hat in the dust near the bridge, and by his hat were the
broken pieces of an orange pumpkin.
As for Katrina, her mother and father gave her a big wedding when she married Brom
Bones. Many people who went to the wedding saw that Brom smiled whenever
Ichabod's name was spoken. And they wondered why he laughed out loud when anyone
talked about the broken orange pumpkin found lying near Ichabod's old dusty hat.
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Appendix 5
1. 問卷樣本
參加 pen pal project 同學，請花一點時間填問卷，以作為老師日後進行類似活動
的參考，謝謝！
1.你喜歡這個活動嗎?
很喜歡/ 還好/ 不喜歡
2.對於老師要求同學先寫回信草稿再謄在信紙上,你覺得如何?
_____________________________________________________________________
3.你覺得這個活動是否有助你認識美國高中生活?若答是者,請說明
_____________________________________________________________________
4.對於這個活動你印象最深刻的是什麼?
_____________________________________________________________________
5.對於部分同學準備小紀念品給筆友的舉動,你覺得如何?是否會讓你有壓力?
_____________________________________________________________________
6.對於老師採信件書寫方式而非 email 或 facebook 讓同學跟筆友聯繫,你覺得如何?
_____________________________________________________________________
7.參與此活動,是否對於你用英文作文表達生活經驗有所幫助?
_____________________________________________________________________
8.對於此活動在高三時進行,你覺得如何?
_____________________________________________________________________
9.筆友交換學校老師來訪並上課,是否增強你參與此活動的動機?
_____________________________________________________________________
10.參與此活動你最大的收穫是什麼?
_____________________________________________________________________
11.若有機會,你還會參加類似活動嗎?你希望找同性或異性的筆友?須同樣是高中
生嗎?
_____________________________________________________________________
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2. 學生問卷
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Appendix 6
Letters from Students at Arsenal Tech High School
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Different Souvenirs from American Pen Pals
Hand-drawn comics
Photos about American High School Life
Comic book
Coin collection
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Emblem of Arsenal Tech
Appendix 7: Letters and Souvenirs from Taiwanese Students
Letters with Illustrations
Letter Paper Showing Personal Styles
Student’s photo-Rope-jumping
A World map showing
the location of Taiwan.
Letter with Taiwanese Coins
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Souvenirs with a Taste of Taiwan
Souvenir Key Chain
for School Anniversary
Poster of Taiwanese Film
墾丁
Taipei 101 Firework Show
日月潭
Postcard about Famous
Scenic Spots
太魯閣
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