Back to School Night --- Talk for Writing
由说到写——用英文念出故事、改编故事
由说到写是一种创新的英语教学方法，由英国教育专家Pie Corbett提出，尤其适用于语言学习和写作教学。这种方法分为三个核心阶段：模仿（Imitation）、讲述（Innovation）和独立创作（Independence），旨在通过口头语言的力量来增强学生的写作技能。在幼儿园的学习中，小朋友们的目标是：用英语念出故事，改编故事。
Talk for Writing is an innovative English teaching approach introduced by Pie Corbett, highly beneficial for language acquisition and writing,aiming to enhance writing skills through oral language prowess. In kindergarten, little ones aspire to narrate stories and adapt them in English.
制作果酱
在K2的课室里，各位大朋友们一起学习了故事《Marmalade Jam》。在小朋友们学习故事之前，我们进行了好玩的导入活动。Jam既有着“堵车”的意思，又可以翻译为“果酱”。于是，小朋友们一起切起了草莓，剥开了蓝莓，制作了又香又美味的果酱！由此，他们对Jam这个单词有了非常深刻的印象~
Parents joined in studying the story 'Marmalade Jam.Before diving into the tale, we engaged kids with a fun introduction. Jam was explored as both 'traffic jam' and the sweet 'jam.' Children made strawberry and blueberry jam themselves, thus deeply ingraining the word 'Jam.'
大朋友们，就一起简单的了解了故事Marmalade Jam， 并对着简化的故事情节图，共同为各个情节设计了肢体动作——例如，将“train”火车表现为双手模拟的轰隆行进声，而“road”道路则用手掌横展的动作来表示。就这样，我们边做出这些动作，边用英语叙述故事。
Together, adults acquainted themselves with 'Marmalade Jam,' acting out simplified plot points – 'train' mimicked with rumbling hand gestures, 'road' indicated by outstretched palms. We verbalized the story alongside these actions.
一旦故事变得耳熟能详，最为激动人心的故事创编环节便接踵而至。小朋友们会对自己改编的故事感到十分骄傲！家长们也发挥了自己的想象力，把“jam”改编成了“sand”，把“train”改成了“garbage truck”，故事中的动作也随之调整变化。
Once the story became familiar, the thrilling story adaptation phase ensued.Children beamed with pride over their story twists! Parents swapped 'jam' for 'sand' and 'train' for a 'garbage truck,' adjusting actions accordingly.
这就是由说到写的乐趣所在：学故事，改故事，编故事。孩子们在享受乐趣的同时，无形中学习了英文口语和故事创编。
The joy of Talk for Writing lies herein: mastering stories, modifying them, and authoring anew. Amidst enjoyment, children effortlessly gain English speaking skills and storytelling skills.
关于“由说到写”，家长们可以：和孩子一起练习故事内容和相关动作、制作自己的故事地图、录制孩子复述故事的视频、在家和孩子们对其它故事做创编，一起来培养孩子语言能力和促进逻辑思维的发展！
In talk for writing, parents may: practice the actions at home, create story maps, video record children retelling stories, and try to adapt more stories at home.
END
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