Amy & Daddy 分享英文阅读 （Jun., 2004 Princess）

amyzone

本月刚刚开始用博客和优酷来记录Amy 学习英文的时光，正好看见了hi5的创建【亲子英语共读俱乐部】的帖子:http://bbs.etjy.com/viewthread.php?tid=176393&extra=page%3D1&page=1
真是有找到组织的感觉。

hi5的这个创意真是非常的好，一方面学习的确是需要氛围的，好比上大学的时候，去教室自修一定比在宿舍自修的效率高；另一方面，论坛里面的高人很多，把自己的学习过程记录、展示出来，期望得到朋友们的指点和纠正，也是非常好的。

【Who is Amy?】Amy，女孩，出生于2004年6月，现在5岁4个月。好静也好动，最大的爱好就是阅读，现在阅读一般中文故事基本没有问题。

【英语环境】爸爸很注重给Amy创造英文学习环境，本来想双语同时学习的，但是没有实现。Amy 出生后，爸爸就经常给她听英文的儿歌；两岁就开始接触一些全英文的动画片，一直到现在。最喜欢的动画片有：芭比，米奇妙妙屋，The magic key, Zippy and me, 巧虎ABC 等等。但是由于太忙，我一直没有陪她看，也没有系统的学习。最近开始系统地通过阅读来学习英文了，希望能够写好这个周记，欢迎大家监督，并希望得到朋友们的宝贵意见和建议！

【基础】通过非系统的学习，Amy认识一些词汇，例如各种动物，水果，颜色等等。但是还没有句子的概念。所以首先我就是开始教一些句子，来了解句法。


【第一周】2009-10-16
第一本阅读材料用的是《快乐的戴西和杰克》
这是第一本《奇妙的派》

下面是Amy 通过一段时间的跟读学习以后的朗读片段：
http://player.youku.com/player.php/sid/31227432/v.swf

现在学习了半本，但是感觉这套书对于初学者难度偏大，所以现在穿插着使用一些简单的教程，不然容易打击孩子的兴趣。本周开始采用加州教程的treasure系列，相当简单，Amy也非常喜欢。

下周见！

[ 本帖最后由 amyzone 于 2009-10-22 13:12 编辑 ]

amyzone

视频上面补上，暂空此楼！

[ 本帖最后由 amyzone 于 2009-10-22 08:52 编辑 ]

xiaols323

恭喜添爸建楼！比Cindy大半岁的小姐姐，中文阅读比Cindy厉害，向Amy学习！

lucyNo.1

小美女真不错哦！
继续加油！

amyzone

2009-10-18  至  2009-10-24 记录：
（刚开始学习，所以记录一定要勤一点哈）

10-19： 本周计划继续跟读《Daisy & Jack》一书，配合使用《Kid's ABC》作为辅助学习。爸爸给Amy读书，选用《加州教程》以及《宝贝你也行》系列；

现在使用的教程，除《Daisy & Jack》以外，展示如下：
1、《宝贝你也行》系列 ：


2、《我的第一本亲子英文书》：生活用语指导书


3、《我的第一本英文书》


4、《TREASURES》系列：



10-22：本周和BB分享的读物主要是《宝贝你也行》系列。

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 2009-10-22 08:42 编辑 ]

jiaxiwen

向姐姐学习！！！希望茜雯这么大的时候能和姐姐一样可爱

sunshineyuyang

真不错，加油啊

amyzone

2009-10-25  至  2009-10-31 记录：

10-25： 本周跟读暂停，因为Amy感觉比较无趣，而我也感觉应该慢慢来。本周完成了三本《宝贝你也行》的阅读，虽然每一本的内容很少，但是我们会玩 role-play 的游戏，非常开心。另外开始练习写字母了，本来考虑“听说读写”中暂时不学习写的。不过发现和中文不同，英文的写是非常简单的，就是26个字母的组合，没有太多变化，学写对认识单词非常有帮助。

上周Amy口头禅“We did it!”

[ 本帖最后由 amyzone 于 2009-10-25 11:41 编辑 ]

amyzone

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.

lucyNo.1

“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。