The Stage 2 Biff, Chip and Kipper Stories, written by Roderick Hunt and illustrated by Alex Brychta, provide a rich story context to help develop language comprehension and decoding skills. Stories, More Stories A and More Stories B offer a predictable sentence structure to support reading success. First Sentences provide practice of high frequency vocabulary with highly repetitive text to continue to build fluency. Patterned Stories and More Patterned Stories A practise vocabulary in the context of a repeated sentence structure to help develop confidence and fluency. The new-style inside cover notes provide advice and support to help adults read and explore the story with the child, supporting their decoding and language comprehension development. Each pack of 6 includes a Group/Guided Reading Notes Booklet with a Vocabulary Chart listing high frequency tricky words and a Curriculum Coverage Chart for England, Scotland, Northern Ireland and Wales. Each story has individual notes and suggested activities for Group and Independent Reading, Speaking, listening and drama and Writing, with each section showing the relevant objectives covered. Decoding and Language Comprehension opportu...The Stage 2 Biff, Chip and Kipper Stories, written by Roderick Hunt and illustrated by Alex Brychta, provide a rich story context to help develop language comprehension and decoding skills. Stories, More Stories A and More Stories B offer a predictable sentence structure to support reading success. First Sentences provide practice of high frequency vocabulary with highly repetitive text to continue to build fluency. Patterned Stories and More Patterned Stories A practise vocabulary in the context of a repeated sentence structure to help develop confidence and fluency. The new-style inside cover notes provide advice and support to help adults read and explore the story with the child, supporting their decoding and language comprehension development. Each pack of 6 includes a Group/Guided Reading Notes Booklet with a Vocabulary Chart listing high frequency tricky words and a Curriculum Coverage Chart for England, Scotland, Northern Ireland and Wales. Each story has individual notes and suggested activities for Group and Independent Reading, Speaking, listening and drama and Writing, with each section showing the relevant objectives covered. Decoding and Language Comprehension opportunities are highlighted throughout.(展開)
今晚跟阿婆打電話的時候,她自己一個人在床上噼里啪啦說英語說個不停,從Peppa Pig到little red riding hood,還跟爸爸比賽搶答,newspaper,washing the car這些都會說
睡前又是一波牛津樹,很專注今晚跟阿婆打電話的時候,她自己一個人在床上噼里啪啦說英語說個不停,從Peppa Pig到little red riding hood,還跟爸爸比賽搶答,newspaper,washing the car這些都會說
睡前又是一波牛津樹,很專注
中午跟都好聊天說到樂高,他問我樂高英語怎么講?我說不知道,他自己就去找牛1,我問哪本?他說是what a bad dog!找到后翻給我看,哇!真的在這本書是lego中午跟都好聊天說到樂高,他問我樂高英語怎么講?我說不知道,他自己就去找牛1,我問哪本?他說是what a bad dog!找到后翻給我看,哇!真的在這本書是lego
"What a bad dog!"去未干的水泥地上、弄得渾身是泥還甩到小主人身上,把晾衣繩上的衣服拽下來,推到樂高模型,咬壞爸爸的拖鞋。半夜亂叫讓爸爸睡不著,很惱火。 很出乎意料的結(jié)局,爸爸去看發(fā)現(xiàn)卻是廚房里著火了。大家改變了對Floppy的看法,What a good dog!
生活中作為家長也應該避免被動去當“狼來了”的村民,被固定思維困住,bad or good,并不絕對。