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育兒．持家．愛自己
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兄弟倆幾年前開始學唐詩的時候，我就請他們邊學邊把意境畫出來。當時就發現這種畫唐詩的學習方式，會讓小朋友把詩詞的涵義完全內化。每次外出只要看到和詩詞有關的畫面，寶貝們就會朗誦出相關的唐詩。那陣子帶孩子們出門，還真有詩情畫意的感覺呢!^^只是人都有惰性，後來哥哥去上學之後，因為時間分配不夠，唐詩的學習就慢慢被晾在一邊了。現在為了讓小朋友在中文寫作上可以多有變化，又開始重新學唐詩。有了之前的基礎，這次重溫舊詩的時候，兄弟倆就很輕易的把詩詞的意境畫出來了。當然事隔幾年，各方面都比較成熟了也就不需要我說太多了。而且對愛畫畫的孩子來說，這樣二合一的學習可以把枯燥的詩詞背誦變得好玩多了。
我家靠英文吃飯的爸爸被美國三年級的單字動動腦作業難倒了，總共十五題只對了七題。哥哥答對了六題，以他的程度來說差不多是正常水準。我自己雖然全對，卻對得很虛心。有的是用刪除法來確認答案，有的是靠解釋句裡的字樣找提示，真正知道意思的單字只有八成。唉~這個教訓再次提醒我，任何語言學了就是要持續練習聽說讀寫，不然再熟悉的語言還是會退步的!!! 各位媽咪來試試看自己的英文能力吧! 其實這個作業和台灣猜字的作業是雷同的，只是要懂得如何從單字的prefix、root、及suffix去找出單字的大概意思。 英文動動腦，
中文學習已成國際趨勢，真是一點也不錯。上個星期過農曆年的時候，哥哥意外的收到來自俄羅斯的同班同學送的過年小禮。這位女同學隨著經商的父母在北京住了五年，去年才搬來捷克住。雖然賀卡是女同學的爸爸代寫的，但是在學校兩個小朋友常用中文講悄悄話!以前下課時間當大部份的同學都用捷文在聊天的時候，總是讓哥哥感覺很落寞。現在哥哥也可以讓那些捷克同學有聽不懂的時候，眼神裡的落寞就完全變成得意了! 我們家一向都有寫謝卡的習慣，只是這次是同學的爸爸寫賀卡，照理來說應該由我寫謝卡回覆。沒想到哥哥要求親自寫卡，而且寫字態度之認真讓我和爸爸都對哥哥刮目相看!我先教哥哥在卡片下放一張有畫線的紙，這樣寫出來的字就不會高低不一。說實在的，平常教他這些撇步他都嫌我煩。但這次為了要在同學和同學的父母面前炫耀一下自己的中文程度，我說什麼哥哥都聽，還不時詢問我的意見。例如字體裡的這一筆應該對準那一筆寫出來的字才會對襯工整，或那裡該勾或不該勾等問題。雖然謝卡寫得不長，看到哥哥小心謹慎的寫著每一個字，讓我終於見識到哥哥認真投入的態度。要說哥哥總算開竅懂事了，可能還言之過早。不過可以肯定的是，等到哥哥那天願意把處女座的龜毛完全發揮在課業上時，就是我出頭天的時候了!而在捷克和俄羅斯的小朋友交流中文，也是一個意想不到的驚喜。^^
If you were an interjection by Nancy Loewen If you were an interjection you could express a feeling like: ~YIPPEE! BRAVO! WAHOO! GEE WHIZ! If you were an interjection, you would be a word or phrase that shows strong feeling or emotion like: ~SHOOT! I can’t find my wallet. ~OH! I found it. SUPER! If you were an interjection, you would often be used with an exclamation point like: ~OOPS! I didn’t mean to bump into you. ~OH NO! I spilled my milk. ~YIKES! What a mess! If you were an interjection, you could also be used with a question mark or a comma. ~WELL? Are you coming? ~HUH? What did you say? ~OH, let’s buy some tickets. ~If you think I’m going on that ride, WELL, think again! If you were an interjection, you would show feeling. You could show surprise and excitement. You could show disgust and fear. ~HOORAY! Here comes the parade. ~WOW, do you see how much candy the clowns are throwing at the crowd? ~YUCK! I’m glad I don’t have to march behind that horse, because it poops as it marches. If you were an interjection, you could get a person’s attention with a greeting or a farewell like this: ~GOODBYE, Sammy! ~HELLO, Mr. Gates. ~HEY, where are you? ~YOO-HOO! I’m over here! If you were an interjection, you could be a filler word. You would give the speaker more time to get his or her thoughts together like this: ~WELL…..HELLO, I seem to have lost the note cards for my speech. ~UH, where did you get those note cards? ~That’s, UM, a good question---a very good question indeed. If you were an interjection, you could be total nonsense and still add meaning to the sentence, like this: ~OHH-LA-LA, don’t you look nice! ~GADZOOKS! We’re in trouble now! ~BY GOLLY, you’re right! If you were an interjection, you could be a simple word used in many ways. ~OH, I don’t know if we can catch him. ~OH? You really think we should try this? ~OH! That’s really gross! You would give the language a boost if you were an interjection!
If you were an antonym by Nancy Loewen ~If you were an antonym, you might be early or late or big or small. If you were an antonym, you would be a word that means the opposite of another word. Opposite means to be completely different from something else. ~The room could be dark or light. ~You could be happy or sad. If you were an antonym, you could be a complementary antonym. You would be all or nothing. You would either be one thing or the other. ~Your dad’s radio is either on or off. ~If you flip a coin, you get either heads or tails. If you were an antonym, you could be a relational antonym. You would be in a pair with your opposite. You would have no meaning without your opposite. ~In order to be a student, you must have a teacher. ~In order to be a parent, you must have a child. If you were an antonym, you could be a graded antonym. You could show how words are related. Empty and Full are antonyms, but between empty and full are many possibilities. ~The cookie jar might be half full or nearly empty. ~The cookie jar might be almost full or mostly empty. If you were an antonym, you could have a prefix. A prefix is added to the beginning of a word. Adding a prefix can completely change a word’s meaning. ~Sense becomes nonsense. ~Lucky becomes unlucky. If you were an antonym, you could have a suffix. A suffix is added to the end of a word. Adding a suffix can also change a word’s meaning. ~Hopeful becomes hopeless. ~Careful becomes careless. If you were an antonym, your opposite would be a synonym. Synonyms are words that mean the same thing. ~Sick and ill are synonyms. They mean the same thing. ~Sick and well are antonyms. They mean opposite things. If you were an antonym, you could be an autoantonym. You would be a word that has two meanings that are opposite of each other. ~A bill can be a piece of paper money. ~A bill can also be a statement saying that you owe money. You would always be an opposite, if you were an antonym!
If you were an adjective by Michael Dahl ~If you were an adjective, you would be COLORFUL! BRILLIANT! DAZZLING! FEATHERY! MANY-LEGGED! SLIMY! If you were an adjective, you would work side by side with nouns. A noun names a person, place, or thing. As an adjective, you would be busy describing nouns. ~An elephant is a noun. If you were an adjective, you would tell us about the elephant. ~The GRAY elephant is GIGANTIC and WET. The SPARKLING water cools down the HOT elephant. If you were an adjective, you would tell us how a person, place, or thing looks. ~The SLENDER swimmer snaps a photo of the ENORMOUS whale in the DEEP, BLUE water. If you were an adjective, you would describe things. ~The TINY kittens are FLUFFY. ~The LITTLE piglets are PUDGY and PINK. ~The COLORFUL peacock’s tail is BIG and BRIGHT. If you were an adjective, you would describe how something sounds. ~The howler monkey is LOUD! ~The boa’s movement is SILENT. ~The QUIET mouse watches and waits. If you were an adjective, you would describe how something feels. ~The alligator’s back is RIDGED and BUMPY. If you were an adjective, you would describe how something behaves. ~The FEARLESS plover is CAREFUL when it picks at the alligator’s teeth. If you were an adjective, you might be a proper adjective. A proper adjective describes a specific object and is always capitalized. ~In winter, the Arctic fox’s coat turns white to blend in with the snow of the Alaskan tundra. If you were an adjective, you could compare things. You would change your ending to show how things are different. You would be a comparative adjective if you compared two things. ~The turtle is SMALL. The tree frog is SMALLER. You would be a superlative adjective if you compared three things. ~The lion is FAST. The antelope is FASTER. The swift is the FASTEST of the three. You could be BAD, WORSE, WORST, or GOOD, BETTER, BEST…if you were an adjective.
If you were a synonym by Michael Dahl ~If you were a synonym, you could be cool, chilly, frosty, icy, wintry, or freezing. No matter how you say it, you would still be cold. Synonyms are words that mean the same thing, or almost the same thing, as another word. ~Huge is different than gigantic, but they both mean big! If you were a synonym, you could change and still mean the same thing. ~The thunder is loud, blasting, noisy, booming, deafening, and ear-splitting! If you were a synonym, you wouldn’t have to use the same word to describe the same activity. ~The sled plummeted down the hill and zipped under the bridge. (Original sentence) ~The sled plunged down the hill and whisked under the bridge. If you were a synonym, you would keep sentences exciting and add variety. ~The dazzling brilliant, luminous lightning lit up the dark, hazy night. If you were a synonym, you could act as different parts of the speech. You could be a noun. A noun is a word that names a person, place, or thing. ~The game was canceled because of the rainstorm, the rain shower, or the downpour. If you were a synonym, you could be a verb. A verb is use to express an action or condition. ~The wind sweeps, flutters, or sails over the land. If you were a synonym, you could be an adjective. Adjectives describe or modify nouns or pronouns. ~One thin, wispy cloud hung over the arid, dry desert. If you were a synonym, you would be found in a thesaurus. A thesaurus is a book full of synonyms and antonyms. ~The temperature could be toasty, warm, boiling, blistering or tropical. No matter how you say it, the temperature is still hot. You could be the same but still add colorful variety, if you were a synonym!
If you were a suffix by Marcie Aboff If you were a suffix, you would come last! ~You could be joyful and playful! If you were a suffix, you would be a letter or a group of letters added to the end of a word. By adding a suffix, the meaning of the word changes. ~The hopeless hippo became hopeful after he won the lottery. ~The careless cat became a careful cat after he used up his eighth life. If you were the suffix “er,” you would be the one who does something. ~The teacher taught the banker how to count. ~Then the banker taught the baker, the baker taught the farmer, and the farmer taught the trainer. If you were the suffix “s” or “es,” you would make things plural. ~The bear and fox ran toward the bush. Other bears and foxes hid behind the bushes. ~One horse jumped over a fence. Three horses jumped over many fences. If you were the suffix “ful,” you would mean “full of.” ~The clumsy waiter spilled a cupful of coffee all over the king. ~To make matters worse, it happened in front of a roomful of people. If you were the suffix “less,” you would mean “without.” ~The fearless eagle soared into the endless sky. ~The careless elephant almost stepped on the harmless mouse. ~The tasteless zebra thought the pretty dress was useless. If you were the suffix “est,” you would state the size of something. You would always be the extreme. ~The tallest giraffe and the shortest monkey were best friends. ~The biggest rhino and the smallest bird were best friends, too. ~The four friends crossed over the widest river. If you were the suffix “d” or “ed,” you would change a word from present tense to past tense. ~The frog likes to hop and jump. The frog hopped on the stones and jumped into the water. ~Mama pig can oink loudly. She oinked at the piglets until they returned to the pigpen. If you were a suffix, you could change the spelling of the root word. ~The dogs sat by the pool. They liked sitting by the pool. If you were a suffix, you might drop a letter and add a new letter. The letter “y” is often replaced by the letter “i.” ~There were plenty of poppies in the field. The poppies were plentiful. ~Peacocks have feathers of great beauty. Their feathers are beautiful. You would be the perfect ending, if you were a suffix.
If you were a preposition by Nancy Loewen ~If you were a preposition, you could go OUT and ABOUT the yard, circle AROUND the tree, walk ON the fence, slither BETWEEN the bushes, or jog BY the snail. If you were a preposition, you would make a sentence longer by adding more detail. ~The rabbit hid INSIDE the hat. ~I want the lizard WITH the red stripes. If you were a preposition, you could tell where things are. ~The goat is walking BESIDE the shed. ~The goat is resting BEHIND the shed. ~Look! The goat jumped ONTO the shed. If you were a preposition, you could tell when things happen. ~DURING the day, Hammy the hamster sleeps. ~Hammy drinks his water BEFORE he works out. ~Hammy runs on his wheel AT night. If you were a preposition, you would never work alone. You would be paired with a noun or pronoun. The noun or pronoun would be your object. You and your object would form a prepositional phrase. ~Tibby ate two whole cans OF TUNA! (OF = preposition, TUNA = object; OF TUNA = prepositional phrase) ~All three cats sleep WITH ME. (WITH = preposition, ME = object; WITH ME = prepositional phrase) ~Here, kitty! Come TO ME. (TO = preposition, ME = object; TO ME = prepositional phrase) If you were a preposition, you could be part of a short prepositional phrase. ~ON WEDNESDAY (ON = preposition, WEDNESDAY = object; ON WEDNESDAY = prepositional phrase) ~TOWARD HER (TOWARD = preposition, HER = object; TOWARD HER = prepositional phrase) ~WITH GLEE (WITH = preposition, GLEE = object; WITH GLEE = prepositional phrase) If you were a preposition, you could be part of a prepositional phrase that includes many words. These words are called modifiers. They describe people, places, things, or actions. Modifiers go between the preposition and the object of the preposition. ~We saw a chipmunk UNDER the front step. (UNDER = preposition, FRONT = modifier, STEP = object; UNDER THE FRONT STEP = prepositional phrase) ~The dog fell asleep BY the warm, cozy fireplace. (BY = preposition, WARM, COZY = modifiers, FIREPLACE = object; BY THE WARM, COZY FIREPLACE = prepositional phrase) If you were a preposition, you could be in a sentence with other prepositional phrases. ~The tarantula crawled FROM its cage, OVER the stack OF books, ACROSS the desk, and INTO the wastebasket. If you were a preposition, you could make a sentence more exciting. The sentence would make sense without you, but it wouldn’t be nearly as much fun. ~The ferret jumped. ~The ferret jumped FROM the table, TO the lamp, and ONTO the drapes. You would link words together and add more detail, if you were a preposition!
If you were a prefix by Marcie Aboff If you were a prefix, you would come first. ~Prefixes can make a regular school a preschool, change angles, to triangles, and make lucky unlucky. If you were a prefix, you would be a letter or group of letters placed before a word to change its meaning. ~The colorful caterpillar transformed into a multicolored butterfly. If you were the prefix “re,” you could do things over again. ~During the rematch, the giraffe rebounded the ball and dribbled down the path. ~The monkey had to replay the phone message about replacing the missing bananas. If you were the prefix “co,” you could help do an important job. ~The copilot helped the pilot fly the airplane. ~The co-captain helped the captain steer the ship. If you were the prefix “tele,” you could talk to, see, and watch things far away. ~The owl called the eagle on the telephone. ~The robin looked for the eagle with a telescope. ~The birds watched their favorite show on television! If you were a prefix, you could give a word added meaning. ~The jaguar looked like a star driving his ordinary car. (Original sentence) ~The jaguar looked like a superstar driving his extraordinary car. If you were a prefix, you could change the same word in different ways. ~You could make a cycle a unicycle, a bicycle, or a tricycle. If you were a prefix, you could change a word to mean its opposite. ~The happy rabbit jumped out of the hole, and his friends appeared. (Original sentence) ~The unhappy rabbit climbed into the hole, and his friends disappeared. If you were a prefix, you could be yourself. The prefix pre means “before.” The word fix means “to place.” Prefix means “to place before.” You would always come first if you were a prefix.
If you were a plural word by Trisha Speed Shaskan ~If you were a plural word, you would never be alone, like cow and cows. If you were a plural word, you would be more than one person, place, or thing. You could be a singular noun plus the letter s. ~One snake pushes a block. Three snakes push three blocks. ~One camel watches, while the other camels lift the blocks. If you were a plural word, you could be a noun plus the letters es. When nouns end in ch, s, sh, x, or z, they become plural by adding es. ~The witch shows her class how to make a dress . She wraps the finished dress in a box. After the witches sew their dresses, they put them in boxes. If you were a noun that ends with a vowel and the letter y, you would become plural by adding s. ~Larry’s key opens the big box. Fred’s keys open the little boxes. ~One tray isn’t big enough to hold the treasure. So Mimi uses two trays. If you were a noun that ends with a consonant and the letter y, you would become plural by changing the y to i and adding es. ~The puppy invites his friends and family to a birthday party. A fly thinks she is invited, too. Many puppies and their families show up. So do lots of flies! If you were a noun that ends with a consonant and the letter o, you would become plural by adding s or es. Nouns ending with a vowel before the o, such as video, always add s (videos). ~A hippo and a rhino make tomato sandwiches for everyone at the picnic. But the other hippos and rhinos don’t like tomatoes. If you were a noun that ends with the letters f or fe, you would become plural by changing the f or fe to v and adding es. ~The elf and his wife bake a loaf of raisin bread. The elves and their wives make the tastiest loaves in town! If you were a plural word, you could be made by breaking the rules. ~A child becomes children. ~A goose becomes geese. ~A mouse becomes mice. ~A woman becomes women. ~A person becomes people. If you were a plural word, you could even look exactly the same as your singular form. ~A deer, a sheep, and a moose have a hat party. ~The deer wear baseball caps. The sheep wear pink, feathered hats. The moose wear cowboy hats. If you were a plural word, you would always be more than one.
If you were a Palindrome by Michael Dahl If you were a palindrome, you could TOOT, PEEP, or play many SOLOS. If you were a palindrome, your letters would read the same forward and backward like these: LEVEL, EYE, DEED, RADAR, KAYK, BIB, RACE CAR, NUN If you were a palindrome, you could be a phrase or a single word like this: ~ A TOYOTA could break down at NOON. ~”WOW! It’s hot!” ~”This trip is a DUD!” If you were a palindrome, you could stretch into a full sentence. These sentences read the same forward and backward. ~”WAS IT A CAT I SAW?” ~”NOW, I WON.” ~A boy took a cookie from the jar. “I DID, DID I?” If you were a palindrome, you could be a name. ~You could be a MOM, a DAD, a sister named HANNAH, a cousin named BOB, or a PUP. If you were a palindrome, you could be a number. ~565, 3443, 2002, $3.03, .88, 11 If you were a palindrome, you could tell a short story. ~”GO, DOG?” ~ED IS ON NO SIDE. If you were a palindrome, you could travel through history. ~President Teddy Roosevelt thought a canal that stretched across the country of Panama would be a good idea. A MAN, A PLAN, A CANAL: PANAMA. If you were a palindrome, you could politely introduce yourself: ~”MADAM, I’M ADAM.” You would always be the same, forward or backward, if you were a palindrome.
If you were a homonym or a homophone by Nancy Loewen ~If you were a homonym, you could BARK at the BARK, while you COAST along the COAST. ~You could ROLL with your ROLL and TOAST with your TOAST. If you were a homonym, you would be spelled and pronounced the same as another word, but you would have a different meaning, like this: ~MAY I go on vacation in MAY? ~He CAN drink from that CAN faster than anyone! If you were a homonym, you would need clues like pictures or words to make sense. ~This LIGHT is not very LIGHT. ~The LEAN pig could LEAN on a friend. ~If you were a homophone, you’d grow HOARSE yelling at your HORSE, saying “HEY! Don’t eat all of that HAY!” If you were a homophone, you would be pronounced the same as another word, but you would have a different spelling and a different meaning. ~He waved his SHOE to SHOO away the pesky bug. ~The wind BLEW the BLUE balloons away. ~Sam wants to MARRY the very MERRY MARY. If you were a homophone, you could be a contraction. A contraction is two words that are combined into one. In a contraction, at least one of the letters is replaced by an apostrophe. ~YOU’RE and YOUR are often confused. YOU’RE means you are. YOUR means that something belongs to you. ~YOU’RE supposed to wear YOUR red shirt for the family picture. If you were a homophone, you would need to be spelled correctly for the sentence to make sense. THERE, THEIR, and THERE ARE commonly confused. ~For example, THERE means a place. THEIR shows possession. THERE IS a contraction for they are. ~THEY’RE riding THEIR bikes over THERE. If you were a homophone, you could be a number but sound the same as another word. ~He went TO the store TO buy TWO jugs of milk. He bought some juice, TOO. ~Be ready FOR the show by FOUR o’clock. ~She was the only ONE who WON the spelling bee. If you were a homonym or homophone, you could work together. ~He ATE EIGHT jars of JAM as he sat in the traffic JAM. You would be the same and still be different, if you were a homonym or homophone! TIP: Here is a good way to remember which is which. The “nym” in homonym means “name”. Homonyms are words with the same name. They are spelled the same. What do you do on a phone? You talk and listen. Homomphones are words that sounds alike.
If you were a compound word by Trisha speed Shaskan ~If you were a compound word, you could be a SWASHBUCKLER or a SHIPMATE traveling on a SOUTHBOUND STEAMBOAT down the Mississippi River. If you were a compound word, you would be two words put together to make one word with a new meaning. ~At the HEADWATERS of the Mississippi River in Minnesota, a DRAGONFLY rests on a SANDBAR. If you were a compound word, you could have fun in any season. ~During the SUMMERTIME in Minnesota, a BULLFROG swishes through the SEAWEED. ~During the WINTERTIME in Wisconsin, cows ice-skate across the frozen WATERWAY and play in SNOWDRIFTS. If you were a compound word, you could be a form of transportation. ~In Iowa, a bass family runs out of gas while relaxing on a HOUSEBOAT. ~They don’t call a MOTORBOAT or a SAILBOAT. They call a TOWBOAT. If you were a compound word, you could be a playful animal. ~In Missouri, WOODCHUCKS leave their burrows to SUNBATHE. ~Two JACKRABBITS play LEAPFROG in the grass. If you were a compound word, you could describe the weather. ~In Illinois, THUNDERCLAPS boom! ~A RAINSTORM floods the river and rocks the boats. If you were a compound word, you could be an animal enjoying different kinds of music. ~In Kentucky, a SOFTSHELL turtle plays BLUEGRASS. ~In Tennessee, wintering WATERFOWL swing to ROCKABILLY. If you were a compound word, you could describe nature. ~In Arkansas, SONGBIRDS play in the HARDWOOD forest. Then they rest in the GRASSLANDS. ~In Mississippi, trumpet HONEYSUCKLES sound their horns. MAYPOPS spin like PINWHEELS. If you were a compound word, you could be different types of food. ~In Louisiana, an alligator eats CRAWFISH pie and HUSHPUPPIES. ~His daughter eats CATFISH sandwich. You could put things together and dream about a LIFETIME of CAREFREE adventures, if you were a compound word.
If you were a contraction by Trisha Speed Shaskan If you were a contraction…your best friend would be the apostrophe! ~You would change “could not” to COULDN’T and “would not” to WOULDN’T. If you were a contraction, you would be made by combining two words and leaving out a letter or letters. You would use an apostrophe to take the place of the missing letter or letters. ~”WHO’S going to the store?” Mama asks. ~”I’M going,” says Papa. ~”I’M going,” says Sister. ~”WE’RE all going!” Brother says. NOTE: 1. “Who is” = WHO’S. 2. “I am” = I’M. 3. “We are” = WE’RE. If you were a contraction, you could add the word “not” to another word. ~”Papa, DON’T hog the pancakes. You SHOULDN’T overeat,” Mama said. ~”DON’T worry. I WOULDN’T dream of it,” Papa said. NOTE: 1. “Do not” = DON’T 2. “Should not” = SHOULDN’T 3. “Would not” = WOULDN’T If you were a contraction, you could add the word “is” to another word. ~”WHO’S missing a hat?” Mama asked. ~”I am,” Sister said. “WHERE’S my hat now?” ~”IT’S right here,” Brother said. NOTE: 1. “Who is” = WHO’S 2. “Where is” = WHERE’S 3. “It is” = IT’S If you were a contraction, you could add the word “are” to another word. ~The family enjoys the beach. THEY’RE building a sand sculpture. ~”WE’RE creating a piece of art!” Sister exclaimed. “And YOU’RE all dirty!” Papa said. NOTE: 1. “They are” = THEY’RE 2. “We are” = WE’RE 3. “You are” = YOU’RE If you were a contraction, you could pair the pronoun “I” with another word. ~”I’M wearing my rubber boots so I can splash in the puddles!” Sister says. ~”I’LL wear my raincoat,” Brother says. ~”I’D wear rubber boots and a coat,” Papa says. NOTE: 1. “I am” = I’M 2. “I will” = I’LL 3. “I would” = I’D If you were a contraction, you could talk about the past. You could explain what did and did not happen. ~The Pigs HADN’T cleaned the house for a long time. ~”We SHOULD’VE remembered to take out the trash,” Mama said. ~”It WOULD’VE helped with the smell,” Papa said. ~”It COULD’VE helped with the bugs, too,” Brother said. NOTE: 1. “Had not” = HADN’T 2. “Should have” = SHOULD’VE 3. “Would have” = WOULD’VE 4. “Could have” = COULD’VE If you were a contraction, you could take place in the present. ~”WHAT’S for dinner?” Papa asks. ~”I’M having cookies,” Brother says. ~”I’M having popcorn,” Sister says. ~”LET’S have pasta,” Mama says. ~Everyone says, “THAT’S a great idea!” NOTE: 1. “What is” = WHAT’S 2. “I am” = I’M 3. “Let us” = LET’S 4. “That is” = THAT’S If you were a contraction, you could take place in the future. ~Papa says HE’LL learn to play the trombone. ~Sister says SHE’LL learn to play the trumpet. ~Mama says SHE’LL learn to be a singer. ~Brother says HE’LL learn to play the piano. ~THEY’LL be one fun family band! NOTE: 1. “He will” = HE’LL 2. “She will” = SHE’LL 3. “They will” = THEY’LL You and the apostrophe would always shorten things up if you were a contraction.
哥哥的好朋友年底就要搬回美國了，他的媽媽非常熱心的把家裡值得一看的書籍通通借給兄弟倆看。之前去參觀過他們家裡的小圖書館，因為媽媽的用心，書籍的種類比小朋友學校的圖書館還多還好看! 暑假已經借看了三十多本書，有兒童小說、英文繪本、歷史繪本、及自然科學類的繪本等。開學之前，這位美國媽媽又送來了一堆書，而且還是專為兩隻的學習需要挑選的呢!以下是這次的書單: ~英文文法繪本~ 1. If you were an interjection 2. If you were a preposition 3. If you were an adjective 4. If you were a palindrome 5. If you were a prefix 6. If you were a suffix 7. If you were a synonym 8. If you were an antonym 9. If you were a compound word 10. If you were a plural word 11. If you were a contraction 12. If you were a homonym of homophone 看完這一系列的繪本書，小朋友對英文文法的構造會比較有概念。先有這些概念再進一步去學習更深入的文法會讓枯燥的內容變得較易懂。我上傳了文字部份的內容在日記上，大家可以參考看看。 ~Geronimo Stilton系列書~ 1. The secret of the Sphinx 2. Dinosaurs in Action 3. The Discoery of America 4. The Coliseum Con 以上這四本書是以漫畫的方式來介紹歷史，內容活潑緊湊，字句程度約美國小二小三。這系列的書兄弟倆在暑假還看過了~The Great Ice Age & The Wild, Wild West. 4. The Kingdom of Fantasy (300+頁的兒童小說) 5. The Quest for Paradise~The Return to the Kingdom of Fantasy (兒童小說第二部) 這兩本是這套小說系列的前兩本書。書裡的繪圖很生動細緻，文字的呈現也很特別(會把一些形容詞用不一樣的字體讓小朋友一看就懂得那些字的意思)。另外還有作者自創的密碼要解讀，讓很喜歡益智遊戲的哥哥愛不釋手! ~How to train your dragon by Cressida Cowell~ 200+頁的兒童小說Book 1 and Book 2 這兩本是目前國外小一至小三的男生比較愛看的兒童小說，因為它有很吸引小朋友的卡通當搭配。 ~The Grouchy Ladybug by Eric Carle~ ~The Little Engine That Could by Watty Piper~ 以上這兩本(Grouchy Ladybug + Little Engine)都是經典的幼兒繪本。英文程度約美國小一應可自行閱讀。
兄弟倆一起看過的書: I can read! 閱讀系列書 Levels 2 & 3 (共十本) Winnie the Pooh, Book of Manners Wilfred to the rescue by Brambly Hedge Angelina at the Fair by Katharine Holabird The Hungry Thing by Jan Slepian and Ann Seidler The Smallest Elf by Annie Ingle The Berenstain Bears~Lend a Helping Hand Arthur Adventure series~Arthur's Tooth by Marc Brown Arthur Adventure series~Arthur's Eyes by Marc Brown 哥哥多看的英文書: Moby Dick by Herman Melville The Call of the Wild by Jack London Little Women by Louisa May Alcott Heidi by Johanna Spyri The Great Ice Age by Geronimo Stilton The Wild, Wild West by Geronimo Stilton You wouldn't want to be Cleopatra! An Egyptian Ruler you'd rather not be! by Jim Pipe You wouldn't want to be a Sumerian Slave! A life of hard labor you'd rather avoid! by Jacqueline Morley You wouldn't want to be a Pyramid Builder! A hazardous job you'd rather not have! by Jacqueline Morley You wouldn't want to be a Roman Gladiator! Gory things you'd rather not know! by John Malam Magic Tree House #14~Day of the Dragon King by Mary Pope Osborne The Spiderwick Chronicles Book one~ The Field Guide by Tony Diterlizzi and Holly Black 中英對照的繪本: 彼得與狼~Prokovieff 新天糖樂園~郝廣才 幼福童話故事系列~國王的新衣 幼福名人偉人傳系列~李白、華盛頓、華陀、貝多芬
哥哥在捷克上了兩年的英國小學，因為缺乏外在的英文大環境(在布拉格大家只說捷克文)，英文出現了閱讀和理解程度不一的問題。會養成這種問題是因為哥哥的耳朵很靈敏，自然發音學得很好，讓他可以很容易唸出沒學過的字。加上哥哥的猜測能力不錯，他可以從他懂得幾個字中猜出故事的大綱及每個角色的個性。所以如果老師不詳問細節，就很難發現哥哥看懂的只是字面上的意思。那剩下一堆有看卻沒有懂的單字，就是阻礙理解力繼續成長的一道大牆了。 於是，今年暑假的學習目標就是用漸進式的學習方法，來提昇兄弟倆中英文閱讀的理解力。這種漸進式的學習共有四個步驟:1)先認識單字，2)把這些單字運用在造句裡，3)把單字融入到日記裡，4)最後再加上持續的閱讀。這些學習步驟其實學校都有在教，但是學校的老師是一對十幾，還有老師給小朋友的學習單字都比較制式。就算有程度分級，還是無法顧及到很多哥哥沒學過的生字。現在我用同樣的方式一對一的對兄弟倆密集訓練，學習內容也比較適用及有挑戰性。 每週一我會從教材裡選一些單字讓兄弟倆認識。弟弟目前是中班要上大班的年齡，在Hooked on Spelling的課程裡都每課有六個單字要學(如: red, wet, pet, pen, ten, men)。除了書裡的習題，弟弟還要再自己用這些單字造詞，之後英文造詞要翻成中文整課的學習才算結束。哥哥目前是小一要昇小二的年齡，學習教材則同時採用Hooked on Phonics系列裡更晉級的Master Reader和Sylvan 3rd grade Reading Success好讓他的英文基礎可以全方位的打好。每周一我會從Sylvan的教材裡選出14個單字讓哥哥認識及寫英文造句，隔一天我會幫哥哥把單字翻成中文，讓他認識這些中文單詞之後再寫中文造句。經過兩天的單字學習，第三天就開始用這些單字寫出一篇英文短文或日記。第四天哥哥會選擇看是要把英文的短文或日記翻成中文，還是用同樣的單字另外再寫一篇中文的作文。第五天再寫Sylvan的練習本測試一下對單字的認識。除此之外，兄弟倆的教材也都有搭配電腦遊戲來加強拼音和發音的辨認。經過這些密集訓練之後，每晚兄弟倆在閱讀的時候就常會停下來叫說看到那些學過的單字，對故事有了那些新的了解! 因為Sylvan的教材都是針對閱讀理解(reading comprehension)、單字運用和認識(vocabulary)、及拼字練習(Spelling)做練習，我就用Master Reader的教材來教哥哥如何抓重點寫簡要的閱讀心得報告。 另外，因為這裡的大環境不是英文也不是中文，所以除了大量的書本學習也要利用影片教學來內化這些單字的學習。還好暑假時間多，就可以固定安排時間看"Between the Lions"、"成語故事"、"Vipo the Flying Dog travel the world"、及其他中、英文的卡通電影等。最後，再加入和同學互通電子郵件學習正確的打字方式，這個暑假的語言學習可說是完整又紮實啊! 經過短短兩週的集訓，用英文細問哥哥他都能清楚回答，不像之前都用猜的。中文的進展更是可觀，從十個字裡只會寫一到兩個字到現在十個字裡最多三個字不會寫!不過和台灣的小朋友比起來，哥哥的程度還是落後的，所以還要繼續加油!看哥哥這麼辛苦按部就班的學，弟弟整天默默的旁聽早就把哥哥所學的吸收起來了!這就是當老二的好處，很多事都有老大先幫他鋪路。弟弟將比哥哥晚九個月上學，光是多了這九個月的時間就有如多了一學年的時間，因此弟弟中英文的理解力及反應感覺都比哥哥靈活又有色彩。就連注音弟弟都比哥哥強，因為哥哥到現在寫注音時還常會把二聲和三聲搞混!在集訓的過程中，弟弟造句英翻中的能力很不錯，接下來就要開始訓練他中翻英了!弟弟，繼續加油喔! 繼續和大家分享兄弟倆的雙語學習過程，只是想點出語言學習的重點。那就是除了大量的學習單字及閱讀，家長還是要加入多種單字運用的方式而且持之以恆才能有效提昇閱讀及寫作能力。
小朋友遺傳了我愛講話的個性，不但話講個不停，連對不同的語言學習都興致勃勃。前陣子被我媽唸說要多和小朋友講台語，所以這個學期開始我就把日常生活的對話改成台語。 其實兄弟倆對台語並不陌生，因為他們常聽台語童謠和閩南語兒童詩歌。另外，平常我和爸爸也常會用台語聊天。不過還是要感謝阿嬤在兩個小朋友牙牙學語的階段不段的對他們講台語，讓寶貝們把台語和家人的愛畫上等號。現在我比較積極的在教他們講台語，兄弟倆就很期待能趕快聽得懂我和爸爸所有的對話! 雖然弟弟在學習方面一直都不輸哥哥，不過畢竟哥哥的台語底子比弟弟好，每次我直接用台語說的話，哥哥都可以猜對一半，弟弟就完全鴨聽雷。但這也不減弟弟學台語的興致，常常會提醒我要用台語跟他說話。幸好弟弟還沒上學，讓我有多一點時間幫他補台語。 開始改說台語至今快三個禮拜了，昨天第一次聽到哥哥用整句台語回答我"阿爸ㄟ車地家"(爸爸的車在這裡)。在那當下我和哥哥都好驚喜!雖然句子很簡單，但是我沒想到哥哥這麼快就可以開口說台語了!哥哥對自己脫口而出的台語也感到很訝異，他馬上用國語對我說"媽咪，我會講台語耶!" 看來我自己要努力的堅持下去，希望等我們搬回台灣的時候，兄弟倆就可以和長輩們聊天了!只是現在天天聽小朋友用台語叫我"阿母"，實在很不習慣，感覺好像老了好幾歲呢!^^"
自從哥哥開始寫小一上的國語自修之後，我發現他最不會寫的部份就是語詞接龍。既然如此，昨天在喝下午茶的時候，我們就開始玩中文的語詞接龍。難得全家一起玩這種要動腦的益智遊戲，兄弟倆真是越玩越起勁!不過因為弟弟的知道的詞彙有限，說來說去就是離不開和車子有關的用詞。^^" 後來吃晚餐的時候，哥哥對這個新遊戲還是意猶未盡，一直提議飯後要再繼續玩。我就趁機鼓勵哥哥「既然你喜歡玩語詞接龍，那有時間就要多看書才能多接不同的新語詞。不然老是說一樣的語詞就不好玩了。而且哥哥姐姐(兄弟倆在台灣的堂哥堂姐)最會玩語詞接龍，你現在努力學，等你下次回去不但可以和他們玩中文的語詞接龍，連英文的也可以喔!」哥哥一聽我說語詞接龍也有英文版的，就很興奮的追問我怎麼玩。不過因為當下哥哥還有一堆飯沒吃，為了引誘他吃快一點，我故意賣關子。吃完飯後，哥哥突然想如廁。就在他努力辦事的時候，他也一邊在想英文版的接龍遊戲要怎麼玩。等大事已了，哥哥就好像發現新大陸似的跑來告訴我「媽咪，我知道desk和skunk是一樣的耶!」我和爸爸聽得一頭霧水，我就回問他「你知道desk是什麼嗎?」哥哥回我「知道啊，就是書桌。」我又問他「那你知道skunk是什麼嗎?」哥哥說「就是臭臭的那個動物啊!」我告訴他「那叫臭鼬鼠。既然你知道desk和skunk是不一樣的東西，那你為什麼還一直說是一樣的呢?」哥哥解釋說「因為desk最後是sk，那skunk是sk開始的啊。」這下我們終於聽懂了，原來哥哥自己想出英文語詞接龍的玩法了!我就笑著對哥哥說「不錯嘛，還想到desk之後可以接skunk。不過通常英文的語詞接龍是接那個字的最後一個字母，所以你的desk之後要接K開頭的字而不是SK開頭的字。那你可以想到什麼字是K開始的嗎?」哥哥想了一下就說「Key!」我說「很好!Key怎麼拼?」「K-E-Y」「Now you have to think of a word that starts with letter "Y". (現在你就要想一個詞是Y開頭的)」「Yellow!」就這樣我開始陪哥哥玩英文語詞接龍，而我們的對話也從全中文轉換成全英文。 陪哥哥玩英文版的語詞接龍剛好複習他所學過的生字及考考他的拼音能力，結果遊戲因為X開頭的字不多而停止。當哥哥想不出英文生字來接的時候，他就想到去看以前看過的那些字母學習書和幼兒認知書。很多書從哥哥一歲看到現在，隨著學習的程度的成長一次又一次的被拿出來看。剛開始兄弟倆都是看圖片，看膩了就先丟在一旁等以後再看。過了一陣子開始學看字母或注音符號的時候，這些認知書又成了寶貝們愛翻看的教材。等認字階段過了初級的程度，這些書本又再次被冷落。現在它們對哥哥來說等於如獲至寶，因為哥哥發現這些中英對照的認知書及詞典正是他玩中英文版的語詞接龍的最佳幫手!看他突然把所有中英對照的書都搜刮過來大聲宣佈「這些都是我的書!」，真是好玩。 哥哥開始學習中英文詞語的意思和用法，弟弟最近也發現他看得懂媽咪在電腦上打的字了呢!因為媽咪只會用注音輸入法打字，前些日子弟弟站在旁邊看我打字，邊看邊唸，我才發現原來弟弟的注音拼音能力已經很穩了!弟弟對自己能唸出媽媽打的字也相當驚喜，我們倆個對看時，他一直笑得合不攏嘴!之後弟弟就進入了到處認注音唸字的階段，兒童房間裡的各種認知海報終於從裝飾品變成閱讀教材了!弟弟會拼注音之後，再來就可以開始學習英文的自然拼音法。看到寶貝們終於嚐到識字的喜悅，我也很替他們高興。看來家裡的這堆繪本和認知書總算要開始受重用喽!^^
我在孩子們剛出生的時候，也曾和很多父母一樣在想，到底該先學中文還是先學英文好呢?這個問題經過四年多的摸索，兄弟倆給我的答案是，先學好中文再學英文。 其實就說和聽的部份，那一個語言先學或是好幾種語言一起學都不會有太大的衝突。只要寶貝的語言環境有清楚區別各種語言(例如看到媽媽就會聽到英文、看到爸爸就會聽到國語、看到阿嬤就會聽到台語、看到長像完全不同的外國人就會聽到另一種語言等等)，那孩子的大腦就會把聽到的詞彙自動分門別類。等時機成熟了，小朋友就會自動開口用不同的語言回應不同的人。所以我從兄弟倆還沒開始學講話之前，就只對他們講英文，讓他們習慣聽英語。由於當時的大環境都是講國語和台語，小朋友聽久了也都以動作讓我們知道我們講的話他們都聽得懂。在小朋友一歲半之前，因為和我相處的時間比較久，他們的英文聽力比中文好。自己在喃喃自語的時候，他們就像個小小翻譯機一樣，每個詞彙都會中翻英或英翻中的講給自己聽。 只是當他們越來越會說話，又發現大部份的人只講中文而不講英文的時候，小朋友的英文學習就進展的越來越慢。因為在家只聽我單方面的講英文，沒有其他對象可以模仿英語對話，他們就習慣以中文回應我的英文。後來我在台北自組了一個English playgroup，相約其他媽咪和寶貝一起來講英文。有了講英文和聽英文的環境，哥哥的英語對應就有了些許的進步。 後來搬到國外之後，為了維持小朋友的中文基礎同時繼續英文的學習，我就開始中英文都講。環境的變遷，讓我從以英文為主變成以中文為主。既然現在中文已經明顯成為第一母語，在哥哥開始學習認字唸書時候，我就讓他先從注音符號學起。就讀和寫的方面來說，我在哥哥身上看到先學中文再學英文的好處。首先，注音符號一個符號就只有一種唸法(不像英文拼音有很多特例)，只要唸得出來就可以自己拼出來，好記又好學。再來，當哥哥對這些注音符號的發音都很熟悉之後，他自己就把這些注音的發音和之前學過的英文自然發音連結起來。哥哥想到會告訴我他的新發現「媽咪中文的ㄅ就像英文的B，兩個都是ㄅ的聲音!」以此類推。沒多久，本來學不好的英文自然發音，現在有了注音的基礎，哥哥終於可以自己唸出不認識的簡單英文生字。加上我家的字卡幾乎都是中英對照，所以哥哥就常常自己看字卡學中文和英文生詞。同時，為了提高兄弟倆講英文的意願，我也開始陪他們看一些英文節目和影片。就這樣哥哥的中文有基礎了，本來被他嫌棄的英文就漸漸地變得越來越好學。能說出口的英文詞彙變多了，哥哥就開始主動用英文和我對話。有一次哥哥用英文問我事情，我用中文回應，他還糾正我說「我和媽咪講英文，媽咪也要跟我講英文!」 雖然我和爸爸也是覺得中文比較難學，理應先把中文學好才有基礎去學別的語言。但是孩子是聰明的，他自己會去挑選比較好學好講的那個語言，不是我們要他學什麼他就會學什麼。既然中文是小朋友選擇的第一母語，那我就先協助他把母語學好，再引用不同的媒介繼續學習其他語言。現在中文和英文都一樣重要，只是該怎麼把這兩種語言學好，大家都有不同的看法。就我和爸爸的經驗來說，我們都是中文基礎打穩了才開始接觸英文。而家裡的兩個小朋友，也是先學會中文再學習其他語言。要快樂的學習多種語言不難，但是前提是母語一定要打好基礎，其他語言才能學得順利。
陪哥哥聽和唸了一個禮拜的「ㄅㄆㄇ拼音小神通」之後，我就完全放手讓哥哥和弟弟一起邊聽邊學注音符號。書裡的句子簡單又好上口，兄弟倆連續聽了兩個星期，不用看都會朗誦了!呵呵，不過重點是要會認。剛好哥哥適合有口訣的教學，不到三個星期的時間哥哥就會認約九成的注音符號。其實這不是我最高興的事，讓我興奮的是，只要注音符號會唸了，就可以直接練習注音符號拼音了! 說實在的，學注音比學英文拼音要簡單太多了。每一個注音符號就只有一種發音，完全沒有特例，所以根本不怕會有混淆的狀況。學英文拼音就有一大堆的特例，教得我自己有時也會想放棄。也難怪哥哥的英文拼音進步很慢，因為他的媽咪老師真的很懶得教啦!老師教的輕鬆，學生當然也感覺的出來。像這次學注音，哥哥發現自己拼聲符和韻符大部份都拼的很順的時候，要他自己試著多練習，他就比較願意自己來。不然像練習英文拼音的時候，沒有我陪在旁邊一個一個教，他根本不會自動拿書出來自己拼哩! 會認注音符號，哥哥很快就會自己拼聲符和韻符。現在我還是會陪他一起唸結合韻符和教他熟悉如何發四聲的聲音。看著哥哥自己慢慢看著注音唸出書上的國字，我真的好興奮!因為這代表著哥哥就要脫離文盲的世界，他接下來的閱讀世界就會越來越廣了!哥哥加油!^^
這次回台灣最大的收穫就是打聽要如何為哥哥上小學打基礎。有經驗的親戚就告訴我，只要在上小一以前把注音符號學好，接下來的學習就不會太辛苦了。聽了這樣的建議，我就到書店去物色適合的教材。很幸運的在短時間內就讓我找到了學注音符號的最佳幫手，世一出版社出版的「ㄅㄆㄇ拼音小神通」。就這麼剛好，它的廣告詞就和我親戚說的一樣「ㄅㄆㄇ學得好，進入小學沒煩惱」。 這本書很適合在國外想自己教小朋友學注音符號的媽咪們用，因為它有附加導讀CD和教學VCD。有了這兩片CD+VCD，媽咪就不怕教錯發音和比劃。這本書的設計也很靈活，非常適合教學運用。它有分上下頁，聲符在上頁，韻符和結合韻符在下頁。再加上綁在小線上的五個聲音符號(從一聲到四聲也包括輕聲)，在學會所有的注音符號之後，就可以自己上下搭配學拼音。 哥哥現在已經進入自己邊聽CD邊看書的階段，所以這本ㄅㄆㄇ的教材書對我來說很實用。我每天早上陪哥哥一起看書聽CD，邊聽邊指著書本上的字跟著唸。然後平常哥哥自己想到了，他就會自己放CD自己拿著書跟著唸。這樣常聽常看，哥哥很快就開始對注音符號有印象了。為了不讓哥哥把注音符號和英文字母混淆，我不會特別的去指出看起來像英文的注音(如ㄒ、ㄨ、ㄚ)。教注音的時候完全不講英文，哥哥就不會連想太多。還有，在哥哥注音還沒有完全學會之前，我盡量不會在同一天教注音和英文拼音。給他一點時間緩衝，兩種拼音一起學習才不會太吃力。 不過好玩的是，像哥哥這種專注力夠的孩子，用我這種分別教學還算順利。弟弟就根本不是這麼一回事了!我沒有正式的教弟弟認注音符號，但是他在旁聽的時候就是會學著唱跟著唸。常常他會自己唸一唸，覺得好像跟英文的那個發音很像，就突然變成在講英文了!哥哥有時候會糾正弟弟「這個音跟這個音是不一樣的」不喜歡被糾正的弟弟一點也不聽哥哥的，還是依然中英文參雜的自言自語，完全陶醉在自己的語言世界裡。個性不一樣的孩子，教法就得跟著變。只要他們都學得很快樂也很順利，同樣的教材，多種學法，就隨他們自己發展吧。 其實不管是在台灣或是外地學注音符號，這本書都很好用。以這本書為基本書，然後加入其他學注音符號的輔助教材，再搭配一些線上的互動遊戲，這樣在家學習注音符號就不會太枯燥乏味喽!
這趟台灣之旅在各方面來說，都很有收穫。尤其是兄弟倆的各種語言學習，都因多聽多講，大有進步! 先是從布拉格到德國轉機時，在下飛機時捷克空服員用捷克語和我們說再見(Na shledano!)，兄弟倆就很自然的用捷克語回應。接下來要再經過一次安檢的時候，我就提醒小朋友，來到這裡就可以和這裡的工作人員講”Guten Morgen!”(早安)及”Auf Wiedersehen”(再見)，因為我們已經來到德國了。結果好玩的是，經過我積極的鼓勵，弟弟的應對比哥哥大方自然。那些安檢人員看弟弟可愛又講德文，誤以為我聽得懂德文會話，就滔滔不絕的對著我說德文!在那當下我告訴自己，回台灣一定要買初級的德文書把德文學起來!雖然我聽不太懂對方說的話，但我知道是在稱讚小朋友的好話，就頻頻笑著回說”Danke shon!”(謝謝!)。 之後有一天我們在台北用餐時，剛好隔壁桌坐著一家三口講法文的觀光客。那對夫婦的小baby對哥哥很有興趣，常常轉過頭來找哥哥玩，我就鼓勵哥哥跟那個baby用法文打招呼。這麼一來，兩個小朋友玩起來了，而那位媽媽也因為我教哥哥說法文而開始和我交談。雖然只是很簡單的”Bon jour!”，但是卻讓這對從加拿大Quebec省來的夫婦對台灣印象更好。那位媽媽告訴我，在台灣還沒碰到會講法文的人，聽我這麼一講感覺好親切。我當下就讓哥哥知道，用不同語言和不同國籍的人打招呼，可以這麼輕易的讓對方喜歡我們，那我們以後要繼續努力的學不同的語言，好讓我們能交到更多的朋友。 兄弟倆除了學會如何用德文和法文和外國人打招呼之外，進步最多的就是台語。語言這種東西真的是學過都還留在腦海裡，加上回去幾乎所有的大人都用台語對話，讓愛學大人講話的哥哥和弟弟真的是完全浸泡在台語的世界裡。哥哥的台語底子比較好，連續聽了一個禮拜之後，他大概就可以知道我們在講的人他是否也認識。弟弟也不差，浸泡了一個多禮拜之後，他也知道我們所說的”細漢ㄟ”就是他，”ㄉㄨㄚ 漢ㄟ”是哥哥，台語底子就此開始扎根。趁現在兄弟倆的台語大有進展，我一回來就開始台語翻國語的教他們說台語。只要每天持之以恆的和他們練習，說不定下次回去兩個小朋友還可以用台語和阿祖問候呢!^^ 而寶貝們的國語也在這次的旅行中進步很多。因為聽得懂，兄弟倆的反應常常都是興奮又驚喜的。弟弟變的很多話，讓快兩年沒看到他的阿嬤最感訝異。哥哥本來就很愛講話，這次回去多聽了數不盡的詞彙用語，讓他不止變得妙語如珠，有時還伶牙利齒，讓我是又愛又恨啊! 英文是這趟旅行中用到最少的語言，不過弟弟因為體會出和不同的人要用不同的語言對話，回來之後對我就比較常講英文了。另外，哥哥常在捷運和區間車上聽到四語連播，已經很久沒有中翻英自言自語的他，最近又開始自己玩起中文翻英文或英文翻中文的遊戲了。 其實孩子們能有如此的語言突破，真的是這趟旅行中最意外的收穫。在此和大家分享這些不是要突顯兄弟倆的語言能力，而是要給有心讓孩子從小接觸多語學習的媽咪們一些信心。若能把語言學習確實又自然的融入平日的對話，寶貝就會因為常聽常講對自己的表達能力有信心。只要敢講又有興趣，不管學那些語言，孩子都一定可以學的很好的。^^
來這裡九個多月，終於擺脫了又聾又啞兼文盲的感覺了!不過不要誤會，我還是聽不懂大部份的會話，文章或廣告也還是用猜的，但是和剛來時的心情比，現在出門不再是一片茫然，不再惶恐。 在還沒出國之前，我對學習新的語言和接觸新文化真的是萬分期待。只是初次踏上歐洲的領土，對我來說就好像小朋友初次到兒童樂園一樣，不顧一切的只想玩個過癮，所以才把語言的學習擺在最後順位，很天真的想說在這個環境泡久了自然就會懂了!就這樣玩到冬天，因為天氣太冷不敢出門，才開始乖乖翻書自己慢慢的摸索這個新語言。雖然成人學外語的進度真的比小孩子來的慢多了，一來沒有成天泡在學校聽、說、讀、寫，二來真的記憶力退化，但是我卻因為沒有學習的壓力而享受著學習外語的奧妙。 初來異鄉我就急著買當地的基礎語言課本含CD和練習本，想說速戰速決很快就可以開口說話了!只是這麼專業的書對我來說看了實在很乏味，感覺好像又在看教科書(其實它真的就是教科書)，只是沒有老師講課，也少了和同學的互動。後來在書店無意間看到當地的兒童圖畫字典(如下)，就有了新方向，開始尋找各種不同的兒童繪圖字典。 雖然當務之急是找有英文翻譯的兒童字典，但是在一般超市卻發現德文的兒童字典還比較普遍呢!所以即使我根本看不懂德文(因為沒學過)，但因為是兒童字典很簡單，而且我覺得既然有學習的機會就要把握，就這樣開始搜集各種不同語言的兒童字典。下面這一本是有當地語文和德文一起的認知字典。 這一本也是德文翻譯成當地語文的字典，但和上面那本不同的是，這一本是情境式的繪圖，除了有字可以讓我學之外，我還可以看著圖畫編故事給小朋友聽，要不然就是他們自己翻看編故事。 這一本就是純字典，有英文、德文、和當地語文的翻譯。 這是我找了一陣子才找到的英文翻本地文的兒童字典。 本來想說已經買了這麼多本字典了應該不用再買了，結果意外看到這本一次有四種語言的兒童字典，又剛好都是對我有用的語言，有本地語、英文、法文、和德文，這當然要買喽!加上又是一本情境式的繪本，小朋友也很愛呢! 另外這是朋友送的純英文圖繪字典，和上面的情境式繪本很類似，但是因為這三本都有不同的語言，所以因為文化的差異書本中的情鏡也有所不同。 這一本純英文的Picture Wordbook裡面介紹的就是美國五十州的生活和特色文化。 那像最先介紹的那一本(圖一)，因為是純本地語言，所以就是介紹純屬這裡的生活景象，而這些繪圖就偏向大自然的生態景象居多。還有另一本德文翻成當地語的繪本字典(圖三)，因為是以德文為主，所以介紹的就是在德國的日常生活型態。這些看似相同的繪本字典，其實從裡面精緻的繪圖可以學到不同的風土民情，對我們不熟悉的國家有初步的了解，真是實用的書籍! 買了這麼多本字典才發現，其實重複的字並不多，因為每位編輯的想法不同，所以我也因此學了不少新詞和用法。其實這些兒童字典在台灣的大賣場和書店也都有看過，但是當時我都沒考慮要買，因為我沒有那個需求。現在自己在學新語言才開始去注意這方面的書籍，真的很有趣。所以如果有媽咪要和小朋友一起學英文，除了有聲書之外，真的很推薦這些圖畫字典，因為簡單明瞭，小朋友不會排斥，我們大人學起來也真的比較不枯燥乏味喔!
又到了寄卡片的時候了，不管是買的賀卡，自己的創意DIY，還是網路的e卡，在卡片上多添一點外文的祝賀也不錯。所以我就去找了一些不同外語的佳節賀詞，就算不會唸，看看各種語言的說法，再和小朋友看看這些國家的地理位置，可以借此發現一些有趣的事喔! ∼Merry Christmas∼ *亞洲語言 中文:聖誕快樂 日文:メリークリスマス 韓文:즐거운 성탄 菲律賓文:masaya pasko *玻里尼西亞語言 夏威夷文:Mele Kalikimaka *歐洲語言 冰島文:Gleðileg jól 挪威文:Gledelig jul 瑞典文:God Jul 芬蘭文:Hauska Joulu 丹麥文:Glædelig jul 威爾斯文:'n arab Nadolig 荷蘭文:Vrolijke Kerstmis 葡萄牙文:Feliz Natal 西班牙文:Feliz Navidad 法文:Joyeux Noël 德文:Frohe Weihnachten 義大利文:Buon Natale 波蘭文:Wesoły Boże Narodzenie 匈牙利文:Vidám Karácsony 捷克文:Veselé Vánoce! 斯洛伐克文:veselý vianoce 羅馬尼亞文:Merry Crăciun 斯拉維尼亞文:vesel Božič 保加利亞文:Весел Коледа 克羅埃西亞文:Sretan Božić 塞爾維亞文:Sretan Božić 俄文:С Рождеством Христовым 希臘文:Merry Xριστούγεννα *中東語言 阿拉伯文:عيد ميلاد المسيح سعيدة 土耳其文:neşeli Noel *其他語言 拉丁文:Hilaris Sarcalogos ∼Happy New Year∼ *亞洲語言 中文:新年快樂 日文:明けましておめでとう 韓文:새해 복 많이 받으세요 菲律賓文:maligaya bagong taon *玻里尼西亞語言 夏威夷文:Hau`oli Makahiki Hou! *歐洲語言 冰島文:Hamingjusamur Nýár 挪威文:Glade Nytt år 瑞典文:Glad Nyåren 芬蘭文:Iloinen Veres Ikä 丹麥文:Heldig Nytår 威爾斯文:'n ddedwydd 'n Grai Blwyddyn 荷蘭文:Gelukkig Nieuw Jaar 葡萄牙文:ano novo feliz 西班牙文:Feliz Año Nuevo 法文:nouvelle année heureuse 德文:glückliches neues Jahr 義大利文:nuovo anno felice 波蘭文:Szczęśliwego nowego roku 匈牙利文:Boldog {j Évet 捷克文:Šťastný nový rok! 斯洛伐克文:Šťastný nový rok! 羅馬尼亞文:Fericit Nou An 斯拉維尼亞文:srečno novo leto 保加利亞文:Щастлив Нов Година 克羅埃西亞文:Sretan Nova godina 塞爾維亞文:Srećan Nova godina 俄文:с новым годом 希臘文:ευτυχισμένο το νέο έτος *中東語言 阿拉伯文:سنة جديدة 土耳其文:mutlu yeni yıl *其他語言 拉丁文:Gauisus Novus Annus
最近開始加強其他語言學習的時候突然想到，現在台灣小學把台語也併入固定課程之一，如果到時候兄弟倆回去唸小學台語完全跟不上那該怎麼辦?會忽然間有這種危機意識，是因為想到如果下次回去小朋友無法和親友用台語溝通，那豈不是很掃興而且也會讓長輩們很失望。然後接連著想到，親戚的小孩小一就要會用台語說故事了，像我這樣有一搭沒一搭的和他們講台語，回去的程度可能只是有點聽得懂但根本無法開口用台語會話更別說是講故事了!其他的外語隨性學習是沒關係的，因為沒有課程銜接的問題，但是國台英語都是學校會教的課程，我就不能教的太懶散了。既然想到就要馬上改進，當下就開始對小朋友中英台三種語言連著講，和爸爸也盡量改用台語溝通，吃飯時間和在車子裡都聽台語童謠，在不到一個星期的時間就讓我聽到兄弟倆自然的開口講台語了!對我這突然的台語攻勢兄弟倆的反應很好，這也是年紀小的好處，加上從出生到我們離開台灣，小朋友都斷斷續續的和阿嬤學台語，所以我現在只是把他們所吸收的台語通通挖出來而已。不過說實在的，兩個寶貝能這麼快就開始正確運用台語單字和簡短句子真的有點讓我嚇一跳。他們的反應再次驗證，語言就是要提早接觸，一但接觸，即使不常用它也只是被儲藏在記憶深處，只要有心把它挖出來，真的很快就上口了(雖然依年齡的不同效果差很多，但是就自己和兩個孩子的經驗而談，有心學習就看得到效果)。 另外這次看兄弟倆對台語這麼有興趣，又讓我再一次感受到親情的力量。之前，是我自己為了和台灣的親朋好友溝通而不斷的自修中文，現在我和小朋友講台語就會常聽哥哥提及台灣親友的種種，這也是為什麼他們這麼快就可以開口講台語的原因，因為講台語可以勾起美好的回憶。雖然目前要讓兄弟倆從雙聲帶變成三聲帶還需要很長的一段時間的訓練，但因為他們真的是講的很快樂而且說的很自然，所以要變成三聲帶的過程應該不會太辛苦才是!^^
離開了台灣之後，除了要適應異鄉的新生活，小朋友的語言學習也必須因環境做調整。我在台灣的時候沒有硬性要求哥哥一定要用英文跟我說話，因此哥哥在新的環境就無法用英文和外人溝通，所以當務之急就是要讓哥哥開口說英文。就這樣我又恢復english only的教學，只是這一次有規定哥哥一定要用英文回話。剛開始的三天很辛苦，因為哥哥不習慣，不過孩子的適應力就是那麼強，加上已經有了兩年多的英文基礎，咬牙撐了三天就真的聽到哥哥開口講英文了。之後的日子我只講英文，碰到不會講的他會先用中文問我，然後我就用英文再跟他講一次。這樣的教學維持了一個月後，哥哥可以用英文和媽咪的朋友對話了，我才從全美語改為中英文雙語教學。雖然有專家說要培養出雙語寶寶最好是用"一個家長，一種語言"的方式，這樣孩子才不會有學習上的混淆。只是爸爸在家的時間實在太少了，如果貫徹"一個家長，一種語言"的方式，那每天英文十多個小時，中文平均五個小時不到，這樣中文不就明顯落後了嗎?所以為了讓兄弟倆以後中英文都能聽說讀寫，媽咪老師就從此變成雙聲帶喽。 也許有人會問:"同一個人教中英文孩子學習的效果好嗎?"，我的回答是:"凡事只要持之以恆，一定會有成效的。只是如果對孩子的語言程度有一定的要求和標準的話，那就要看教學重點和學生的語言天份了。" 就我的觀察，像我這樣中翻英的教哥哥，感覺很像是在上英語補習班，我教他講，然後因為多次的反覆練習，會說的句子就這樣累積下來，慢慢開始英語對話。反觀弟弟的學習就完全不是這麼一回事。我的中翻英教學都是針對哥哥，而弟弟是以一個旁觀者的身份全神貫注的聽我和哥哥的對話，所以中英文的詞彙是同時吸收，講出來的話有時英文有時中文，感覺上弟弟比較像雙語寶寶。光是這一點的差別就讓我覺得學習語言要趁早，越早接觸學的越輕鬆(當然前提是要有快樂的學習環境)。剛好兄弟倆目前的語言發展都進入了新的階段，哥哥開始會述說事情的經過及編故事，英文是一整句一整句的學，不像之前教他一句他只能挑最簡單的詞講。而弟弟也進入了語言爆發期，聽到什麼就學說什麼，每天平均新增五到八個新詞，吸收能力著實驚人! 看他們對中英文可以清楚的交換著講，完全沒有混淆的蹟象下，我就開始比較大量的加入其他語言的教學。我自己比較熟悉的是日語，所以只要我想得起來的句子我都會找適當的生活情景教他們講。其他外語我都是教單字，然後夾雜在中英文的詞句裡。當我教寶貝們這些外語的時候，他們的反應告訴我，他們也知道現在媽媽教的不是他們熟悉的中英文，因為哥哥的第一個反應不是跟著我講，而是問我"為什麼?"，然後兄弟倆都會不約而同，不好意思的笑一笑。不過只要經過一次的介紹，再次教他們同樣的詞句時就會馬上跟著我唸幾次。只是我發現弟弟的語言能力似乎比較強一點，因為通常都是弟弟先學以致用然後哥哥才跟進。例如日文的"atsui"是熱的意思，也可翻成"燙"。有一次兄弟倆和我一起站在電爐前煎鬆餅，弟弟看到鬆餅冒著熱熱的煙就突然脫口說:"atsui!"，我回弟弟:"so desu ne。"，結果哥哥就不干示弱的馬上開口說:"atsui desu ne!"。還有，我常催促弟弟趕快吃飯，我會說:"Haiyaku，弟弟!"(日文快一點的意思)，然後弟弟就回我:"Rapido，rapido!"(西語趕快的意思)，這個時候哥哥也來湊熱鬧用台語說:"咖緊ㄋㄟ!"。諸如此類的例子常常在家上演，就因為自己的孩子對多語的學習能學以致用，而且都正確使用，我才積極的和大家分享，鼓勵大家多多嚐試。只要把母語基礎打好，如同試吃新的副食品一樣，一天一點的接觸，在不知不覺下就會對不同的語言有基本的認識了。其實我會這樣同時教小朋友這麼多語言也是為了我自己，因為婚前曾經接觸過一些語言，但因久沒用都幾乎忘光了，現在拿出來教孩子也讓我想起了很多學過的東西呢! 前陣子，有一位我之前教過的鋼琴學生，來信和我分享在紐約市找到工作的喜悅。她告訴我有兩百多位應徵，就錄取兩位，而她就是其中的一位。她能脫穎而出是因為她會說中文和西班牙文，所以她很慶幸自己的父母沒有放棄和她講中文(她的西語是在學校唸的)。看了她的例子就更加奠定我對孩子多語教學的決心，因為多會一種語言就多一分競爭力。有了基本會話的能力再以人生經驗來加強談話內容的深度，這樣才不會變成一個說話不經大腦而被人看輕的社會新鮮人。這樣的想法不只是為孩子，也是為自己將來重回職場而努力喔!
在哥哥九個月的時候，有一次和鄰居聊天聊到語言教育的問題。我忘了內容聊了些什麼，我只記得那天聊完回家，我對哥哥講話的時候就從中文改成英文了。那時的我曾問過自己，怎麼到現在才想到要用英文和baby說話呢?答案是我自己比較習慣也比較喜歡講國語。只是為了孩子的語言學習，我開始了哥哥的雙語教育。 我那時很懊惱自己早該在哥哥一出生的時候就和他講英文了，現在他都九個月了，一夕之間變成no Chinese的溝通方式可以嗎?九個月的哥哥已經聽得懂我們說的中文，也可以照我們的指示做出正確的動作，這樣突然用他從沒聽過的英文和他說話會不會變成雞同鴨講，影響他的語言發展呢?這些其實也都是加入bbh後常在討論版上看到的討論議題，對於這些曾在腦海裡閃過的問題，我的心態是，我都已經和baby少講了九個月的英文了，再猶豫下去就不用講啦!不管怎樣先講再說，反正兵來將檔水來土淹，如果凡事都想得太細，有時真的會錯失良機。而且我的考量是，我就是要趕快趁哥哥還不會講話之前用全美語教學效果才會好，等他會講話會用中文表達再來用浸泡式的英文教學就會很累了(因為我必須一個字一個字的翻譯，懶惰成性的我覺得這樣太麻煩了)。結果還好我神經大條沒想太多，說做就做，不出一個禮拜的english only溝通方式，哥哥就以行動證明他也聽懂我的英文指示了。其實哥哥不是特別的聰明或有語言天份，只因為在九個月的階段，寶貝對語言的了解很多來自大人的口氣和肢體語言，與其說是告訴寶貝你要他做什麼，其實我們大人常常都把我們下的指令做給寶貝看。所以當baby用看就能懂的時候，用什麼語言告訴他真的都無所謂。這也是為什麼我常會鼓勵有心栽培寶貝外語能力的媽咪們，真的不要怕寶貝會混淆，只要教的清楚，用的正確，加上天天講，小朋友自己會分辨和歸類語言的用法和詞彙。 在我成功轉換語言之後，我就一直持續的和哥哥講英文。無論在家或在外，我都只對哥哥講英文。這樣的說話方式剛開始我自己有點不習慣，還一度覺得彆扭，因為和一個不會回話的baby講英文，感覺很像和一個洋娃娃在自言自語，真的很奇怪耶!^^而且更好笑的是，在和哥哥講英文之前，我已經快兩年沒講英文了，開始講的第一天還一度覺得自己詞拙，有點生疏呢!那時我就告訴我自己，這樣也好，把哥哥當做是自己練英文的對象，彼此學習成長吧!克服了自己在家自言自語的彆扭之後，接下來要面對的就是和外人接觸時的應對方式了。 只和爸爸在一起的時候，我和爸爸是用國台語溝通，但對著baby說話的時候就是爸爸講國語，媽咪講英文了。和親朋好友在一起的話，剛開始大家也都會問，"妳都這樣跟他講英文啊?"或是"妳這樣講他都懂喔?"，我的回答是，"這樣講和平常用國語跟他講是一樣的道理和邏輯，只是語言不同而已。"再說，因為我是在國外長大的，我若不教自己的孩子講英文，他們才會覺得奇怪呢!不過這是因為家人對我的了解才習以為常，如果在外碰到不認識我的外人，聽我這樣和自己的寶貝講英文，我得到的反應就很有趣了。有一次哥哥感冒去台安看醫生，等著掛號的時候就有位阿嬤聽到我用英文和哥哥說話，她就用台語跟我說，"啊小孩子怎麼這麼可憐，國語聽不懂?"，要不然我們就常被誤認為是回台探親的abc。如果碰到有在學英文的小朋友那就更可愛了，因為他們有接觸，對我講的英文覺得很熟悉但又不一定聽得懂，然後看一個還不會走路又不會說話的baby對我講的英文完全聽得懂，這一點非常吸引他們，所以常常會有小朋友不自覺得走到我們的身邊，就站在那裡聽我對哥哥講英文，然後再觀察哥哥的反應。雖然我這樣在外和寶貝講英文常常引來異樣的眼光，偶爾還是會因此而吸引對這種語言教學有興趣的家長過來閒聊。另外還有一個很好玩的現象就是，因為我這樣大剌剌的和哥哥在公共場所講英文，很多常在兒童遊戲區或小兒科門診打轉的童書推銷員常常在靠近我沒多久就自動轉移目標了!真不知她們是把我當外國人還是認定我應該不會買她們的英語教材呢?其實我要提的重點是，如果有心要幫孩子營造雙語的學習環境，最好能有自家人的支持，然後持之以恆無時無刻的用一個家長，一種語言的方式來建立雙語的基礎，這樣才會比較容易教出一個雙語寶寶。 不過我在台灣幫小朋友營造的雙語環境和住國外的媽咪想幫孩子營造中文的學習環境很類似。意思就是說，這種要寶貝把非主流的語言當成是母語來講並不容易。因為baby還小，所以沒有願不願意學的問題，只是小孩子學講話要有真實的對話讓他聽才會學著講，如果像我這樣一直是單方面的輸入，多少還是會美中不足的。哥哥一歲半以前，英文聽力比中文好，雖然九個月的時候才開始和他講英文，但因為我是全職在帶的，用浸泡式的美語教法每天聽我講，很快就見效了。所以偶爾爸爸也會用英文和哥哥講話，因為這樣哥哥反應會比較快。不過我為了讓哥哥中英文平行，對於他的中文教學我也分配了很多時間。例如我常帶他去串門子和外面的國語世界接觸，多聽我和別人的國台語對話，然後到處和小朋友玩，加上偶爾的巧虎DVD和公視的水果奶奶節目，這樣的雙語學習真的有效又自然。哥哥沒有因為我的雙語教育而晚說話，滿週歲那天就開金口講外星語了。弟弟更是青出於藍，話雖不多，但只要一開口就是講我們聽得懂的話(只是會咬字不清而已)，外星語就這樣完全跳過去了。當哥哥越來越會說話的時候，他就變成了一個會講話的小小翻譯機，常常把自己說的詞中翻英或英翻中，很好玩。只是從哥哥開始會講話的時候我就發現，中文的重疊字比較好講，所以漸漸的就變成我講英文哥哥回中文，然後有時夾雜一些比較好發音的英文單字。為了讓哥哥自己能自動自發的和我講英文，我在bbh找到了幾位志同道合的媽咪一起組了一個English play group。我們相聚的時候大家盡量做到english only，讓寶貝有個聽英文的環境，在這種全美語的環境下，小朋友就真的比較會自願的用英文和大人溝通。(這個English play group現在改在週末聚會，如果有興趣的媽咪歡迎到Mochi媽咪的網站報名喔!http://www.babyhome.com.tw/marvopan)當我把哥哥在家聽不到的英語對話，讓他定期的在English play group聽到之後，哥哥的英語會話就明顯進步了。而這就是我把美中不足的那一點給補足的方法。有些雙語寶寶是因為在家就可以聽父母用英文交談，這樣他們就有模仿講英文的對象，那因為我們家不用英文交談，所以這個English play group就是最佳的學習環境。 我的雙語教學過程看起來有點亂無章法，因為我是先從聽和說教起，所以完全不用書本、閃卡、和影視教材。這對英文不熟的媽咪可能不適用，但是我的原則是大家都可以試試的，那就是想到就講!無論是在那裡學到的詞句，能融入日常生活用語才是最實際的吸收，要不然小朋友記憶再好，容量也有暴滿的時候。還有，除了讓小朋友在學校或校外學英文之外，真的要盡量替孩子製造機會講英文，因為只有多聽多接觸才能活用英文。這個理念適用於任何語言的學習喔!^^
說起教英文，不知道為什麼我就是不太習慣用字卡或書本教。我總認為這是我每天和小朋友溝通的語言，要教就從生活會話教起。所以開始認英文字母的時候，我編的英文口訣就以我們常用的詞為主，哥哥很快就學起來了。現在終於開始教哥哥字母的發音，我的方式還是一樣，把教自然發音法變成是對話的一部份。還是一切從簡的原則，我就挑最容易辨認的發音"S"開始教。因為在視覺上"S"和它所發出的聲音就很像，所以我什麼也沒解釋就直接問哥哥："你覺得ssss的聲音像letter "S"還是letter "T"?"他毫不猶豫的說letter "s"!之後我又試了一題，我問"ㄊㄊㄊㄊ的聲音像letter "A"還是"T"?"哥哥又選對了。(在測試的時候最好選兩個發音非常不相同的字母比較好辨認)在這之後，我開始講話的時候都會挑單字告訴他這個字的開頭聽起來像什麼聲音。 以下是我們的兩段對話∼ Mommy: Can you pick up the pillow? ㄆㄆㄆㄆ-il-low, sounds like letter "P", just like ㄆㄆㄆㄆ-lay play play and ㄆㄆㄆㄆ-lease. 哥哥: "P" for play play play, please, 還有ㄋㄟ？ Mommy: Also ㄆㄆㄆㄆ-ret-ty, ㄆㄆㄆㄆ-o-lice, and ㄆㄆㄆㄆ-ark. So "ㄆㄆㄆㄆ" sounds like letter "P" or letter "S"? 哥哥: Letter "P"! * * * Mommy: Can you give me your cup? 哥哥: "Cup"是叫什麼?(意思是說那個英文字母開頭的) Mommy: Well, ㄎㄎㄎㄎ-up is just like ㄎㄎㄎㄎ-ar. 哥哥: "C" for car! Mommy: That's right! Letter "C". 哥哥: What is this? Mommy: ㄎㄎㄎㄎ-on-tact solution. 哥哥: "ㄎㄎㄎㄎ-on-tact solution"是叫什麼? Mommy: Just like ccc-ar...(還沒講完) 哥哥: "C" for car! Mommy: Very good! "C" for car. 哥哥: What is this? Mommy: ㄎㄎㄎㄎ-on-tainer. 哥哥: "ㄎㄎㄎㄎ-on-tainer"叫做什麼? Mommy: ㄎㄎㄎㄎ-on-tainer. What does it sounds like? 哥哥: "C" for car! 為什麼 "cup", "contact solution", and "container" all "C" for car? Mommy: 是啊~好巧喔!(嘻嘻~有點打馬虎眼，可是再不結束就不用刷牙洗臉啦!) ∼∼∼∼∼∼∼∼∼∼∼∼ 我現在都先挑單一字母教發音，等過些時日再教組合字母(Sh, Ch, Wh, Qu,等)的發音。還有，為了避免混淆，發音相近的字母("V"和"F")我也會分開教。其實英文有很多發音規則，但我覺得都不須要現在解釋給哥哥聽(因為他聽不懂)。只要我自己把一切簡單化，讓他先學到自然發音的基本訣竅，剩下的拼音變化等以後心智成熟多了再來慢慢講解吧!
