《我以為自己識得highlight 啲自己唔識嘅vocab,但原來我根本連identify(辨認)自己要學嘅vocab都唔識?為什麼有些同學需要再起步課程?》
在我Patreon的教材之中,有其中一句話是這樣寫的:What’s perhaps worse is that social media platforms have too much control over public conversations.
我請同學identify這一句句子裡面他們不懂的語句,然後有同學列舉出以下的語句,他們認為這些「語句」很難,自己不懂:
control over
perhaps worse
這個exercise可以看出同學有什麼學習問題呢?
很簡單,我們將語句拆開做不同的結構方塊可以這樣拆:
What’s perhaps worse (S noun clause) is (V) that (conj.) social media platforms (S) have (V) too much control (O) over public conversations (Ap+n).
如果同學覺得perhaps worse和control over是他們不懂的語句,這很大機會反映這些同學是不懂得拆句的。
如果同學不懂得拆句,不懂把一句句子分成make sense的結構方塊去理解和記憶,那同學就不懂得透過自學辨認出自己要學懂的phrases和words,那同學學再多vocab,寫出來的東西都會是一團糟的。寫英文句子就好像砌一個人體模型一樣,有了血肉,沒有骨骼,人不似人,模型不像模型,因為沒有骨骼的支撐,血肉就會一片模糊。
這就是為什麼,很多同學不止需要Patreon,還需要再起步。
identify noun 在 男孩媽媽的育兒手記 Facebook 的最讚貼文
A very interesting text about how we teach reading to kids! (值得一讀!)
https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading
學界爭論不休的 whole language approach 和 systematic phonics approach,究竟哪一個有更多的科學理據,去支持成為較適合幼兒閱讀的策略呢?
Whole language approach 著重提供一個豐富的、包含讀寫聽說的語言環境,著重文字在文本中呈現出來的意思,鼓勵孩子運用思考力從不同的 cues(例如圖畫、上文下理、beginning sound)去猜估文字,講求make sense of language。孩子有學習 phonics 的,只是不完整也沒有系統。
.graphic cues (what do the letters tell you about what the word might be?)
.syntactic cues (what kind of word could it be, for example, a noun or a verb?)
.semantic cues (what word would make sense here, based on the context?)
另一套觀點則強調要 explicitly, systematically 教授 letter 同 sound 的關係,怎樣 decode words,即是在孩子初學習英語時,集中把 phonics 的系統循序漸進式地好好掌握。
香港的學校多是採用 whole language approach,而家長努力付費外補的多是 phonics。
文中詳細描述了能夠掌握有效 phonics 策略的學生是如何閱讀:
//Here's what happens when a reader who has good phonics skills comes to a word she doesn't recognize in print. She stops at the word and sounds it out. If it's a word she knows the meaning of, she has now linked the spelling of the word with its pronunciation. If she doesn't know the meaning of the word, she can use context to try to figure it out.
By about second grade, a typically developing reader needs just a few exposures to a word through understanding both the pronunciation and the spelling for that word to be stored in her memory. She doesn't know that word because she memorized it as a visual image. She knows that word because at some point she successfully sounded it out.
The more words she stores in her memory this way, the more she can focus on the meaning of what she's reading; she'll eventually be using less brain power to identify words and will be able to devote more brain power to comprehending what she's reading.//
近年很多學者從科學研究的角度證實 systematic phonics approach 對提升孩子閱讀能力更有幫助。
如有興趣自教孩子 phonics,你們對這個no prep phonics bundle(https://shop.thisreadingmama.com/wp-content/uploads/2021/02/MEGA-NO-PREP-Phonics-Bundle-PREVIEW-This-Reading-Mama.pdf)有興趣嗎?減價中,有興趣可pm 我一同 chip in 買。
其他參考資料:https://www.washingtonpost.com/education/2019/03/27/case-why-both-sides-reading-wars-debate-are-wrong-proposed-solution/
identify noun 在 Identifying Noun Phrases - English Language Learners Stack ... 的推薦與評價
Example 1. In the sentence: The cars were destroyed and thrown away in five days. "were" is the verb, and the noun phrase is simply "the ... ... <看更多>