体会：在读书的过程中，能转换一下角色，联系到BB自己会有不错的效果。例如加州教程《TREASURES》系列的第一课I Can Jump 我会问Amy， What can Amy do? -- Amy can dance. Amy can read. Amy can paint. Amy can write.
早上去幼儿园的路上，Amy开始疯狂的问我“what is this?” 我想，阅读真是一个非常好的创造英文环境的方式，再次感谢Hi5.
[ 本帖最后由 amyzone 于 2009-10-25 11:41 编辑 ]作者: amyzone 时间: 2009-10-25 12:38
关于 role-play ，转一篇学术论文的文字过来，和大家分享：
9 Guiding principles for role-playing
9.1Communication purpose[14]: The activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. In order for this to occur there must be some kinds of “information gap” that students seek to bridge when they are role-playing.
9.2 Communicative desire: The activity must create a desire to communicate in the students .That is even if communication is forced on the students, they must feel a real need to communicate.
9.3 Prepare before performing: Rushing into a role play-activity often leads to confusion and dissatisfaction. Have students practice the task in pairs before selecting a couple of pairs to perform in front of the whole class. If acting out a short play, before students display their performance, they should be given the script or the story they are going to work on. They can choose their favorite roles or they will be allotted certain roles.
9.4 Acceptable level language requirement: “The language required in performance should be lower than that used in intensive language learning activity in the same class. It should be easily recalled and produced by the participants, so that they can speak fluently”. [15] It is a good idea to teach or review essential vocabulary before the activities start. If the task is too frustrating, the students are likely to give up or revert back to the native language.
9.5 Be sensitive when correcting the students: The basic principles of error correction is to remind students of their big errors that prevent from communicating and ignore the trivial one. As to when and how to give feedback, there is no definite answer, it largely depends on the teachers’ long time spent in teaching and a consideration in affective and cognitive factors. Nevertheless, “the instructors should put it in mind that they should do their best to avoid stifling students’ attempt at speaking in the target language by providing correct feedback.”[16]
9.6 Clear in responsibility: Allot the roles and set up goals so as to make students clear in responsibility. Students interact in small groups, and they have less pressure but they should have clear responsibility.
9.7 Praise the actors: The students need lots of support & assistance to practice English. Praise them frequently and they will be competitive and active.
9.8 Choose some proper texts: not all texts to involve role-play activity while teaching. Not all texts suit for role-play activity
9.9 Choose proper students: The first few times when the teacher organizes role-play, it is a good idea to choose some more outgoing students who will not feel inhibited while performing in public, which is also setting up demonstrations at the same time.作者: lucyNo.1 时间: 2009-10-30 14:04
“在读书的过程中，能转换一下角色，联系到BB自己会有不错的效果。例如加州教程《TREASURES》系列的第一课I Can Jump 我会问Amy， What can Amy do? -- Amy can dance. Amy can read. Amy can paint. Amy can write.
早上去幼儿园的路上，Amy开始疯狂的问我“what is this?”
添爸的教学方法很好，值得借鉴。
Amy很棒哦，开始练习写字母了！
Amy跟爸爸玩role-play的游戏很有趣吧！学中玩，玩中学，这种学习方法效率最高。作者: amyzone 时间: 2009-11-3 09:10 2009-11-1 至 2009-11-7 记录：
11-3： Amy进步很快，开始喜欢是不是用英语和我对话，并且开始会使用一些变换的句型。有时问我“Do you like Amy?”有时问“You like Amy, right?”这周喜欢说的话基本是上周看KID'S ABC的“药效”起作用了。感觉Amy更喜欢用从动画片里面看到的句子，而通过阅读学会的句子用得比较少。我想着可能是因为才刚刚开始学的原因，这个步骤去年就应该完成的，怪我！It's never too late. 希望能尽快开始能够自己阅读。这需要认识很多词汇，而不仅仅是会说。写单词对认识单词很有帮助，我们写到字母G了，写完字母我们就要开始学习写单词了。
上周Amy口头禅“- I’m scared! - Don't worry.”作者: amyzone 时间: 2009-11-8 07:52
2009-11-8 至 2009-11-14 记录：
上周《TREASURES》系列学习开始：会读第一课《Can Pat jump?》正在学习第二课《Pam and Sam》。作者: amyzone 时间: 2009-11-19 20:18
2009-11-15 至 2009-11-21 记录：
年底工作太忙，加上天气太冷，为了让Amy能早起，每天都睡的很早。所以本周只是在会读《Pam and Sam》以及联系写字母。其余的时间都让她看LAZY TOWN 等来自学了。
这是第一本《奇妙的派》
