Play and learn

一、下图是用19根火柴摆成的英文单词Book,请你拿掉4根火柴,使它变成另一个英文单词,怎样变呢?     

Play and Learn

1.Use your head动动脑小辣椒Chili分别打电话找好朋友小熊Peter、小狗Tom、小兔Marry、小猴John,请他们一起去春游。试试给图中的空格内填上合适的电话用语。     

Let Kids Play at Will and Be Kids

Here's some soothing(起镇静作用的)medicine for stressed-out parents and overscheduled kids worldwide:The American Academyof Paediatrics says what children     

Let''''s Play

1.-Tennis,anyone?玩网球,谁来? -Count me in.I'll get my racket.算我一个.我去拿球拍.     

Let''''s Play

Bingo koala kangaroo lion cheetah zebre hippo cotton candy griaffe popcorn penguin camel panda monkey apple hot dog icn cream egg banana sandwich orange cookie Let's Play     

Magic Play

一、FamilyTree小魔女有一棵FamilyTree(亲情树),把家人、亲戚都列在上面,你能找到他们吗?1.2.4.5.6.3.7.提示:Across1:Yourfather’sormother’sfather.5:Yourdad.6:Yourmum.7:Yourfather’sormother’sbrother.Down1Yourfather’sormother’smother.2:Yourfather’sormother’ssister.3:Yourmother’sdaughter,eitherelderoryoungerthanyou.4:Yourmother’sson,eitherelderoryoungerthanyou.二、MagicGuessing大眼兔为了考考同学们的观察力,特意找了一些独特视角形成的图形,你能猜出来吗?不妨试试。1.Viewfromthetop2.Viewfromthe…     

Young Children’s Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

Research in Science Education - Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in...     

The Play Within a Play’s the Thing

The play within a play has long been understood as Hamlet’s attempt to catch the conscience of the King. But is that all it is? Perhaps there’s more to the Murder of Gonzago than either Hamlet or even Shakespeare, himself, intended? While the narrative of the Player King and Player Queen clearly works to tap into the private guilt of King Claudius, it also does much to reveal the hidden psychology of Gertrude, a woman whose motives and psychological underpinnings are often concealed to the audience. The purpose of this article is to use the play within a play as a meta-text through which the reader can learn to decode, first, who Gertrude was, both as a wife and a person, prior to Hamlet Sr’s death, and, second, offer an explanation for why she remarries so quickly in the wake of her first husband’s murder. In this sense, though Hamlet designs the play within a play to gain ocular proof of Claudius’ crime, he may unconsciously also do so to catch the conscience of his mother, and thereby better understand himself. The play within a play within a play’s the thing.     

Play the Piano

It，5 too diffieult for me to Play，Miss. 拉小提琴时我来说 太难了，老师。 Whieh instrument ean you Play， Li Li? 你会演奏什么乐器，莉莉? 31}斗 摘表 终鲤鲤L— musieal/’mju:z:kl/畔音乐的 instrument/instrumant/n.器械， noteln分。似n.音符 enough/l’n动adj.足     

Scaffolding Infants’ Play Through Empowering and Individualizing Teaching Practices

Research Findings: Using a qualitative research approach, this article explores teachers’ roles as scaffolders of infants’ play and the changing nature of their individualized support for infants’ learning and development through play in an infant group care setting. Three infant teachers in a child care center were followed over 3 months. Observations, interviews, ongoing conversations, e-mails, and reflective notes were used as data sources. Findings revealed that the teachers thought deeply about their roles as supporters of infants’ play, and they made intentional choices in scaffolding infants’ play. Each teacher's ways of empowering infants in play were grounded in her views of infants as learners and were individualized to accommodate children's unique learning styles and personalities. Practice or Policy: This study provides a window into the ways in which teachers working with the youngest children can set the stage for later learning.     

潘玮柏 Cool Play

刚刚在9月发行新专辑《酷玩》的潘玮柏,这次可是下了很大的决心,不仅成功瘦身,还自己创作了不少好歌,让所有人看到了潘帅的努力。不过辛苦的同时,可不要忘了也让生活玩酷一下。     

Let''''s Play Badminton

放暑假了,和我老T一起运动运动吧!做什么呢?打羽毛球吧,这是常见的一项运动,既经济又有趣。现在让我们学一些打羽毛球的常用术语吧。serve[s蘼v]发球It’s your turn to serve.该你发球了。a fastserve快速发球3s.Itry to catch it,butitruns too fast.(2)班郭磊tie[tai]平手,比分相同T hey are going to tie again.你们会再次打成平手。吃t e abackhand反手(的)H e hasa good backhand.他反手击球很棒。forehand['f蘅蘼h覸nd]正手(的)Everyone uses a forehandserve.doubles双打每人都用正手发球。D oubles are m ore fun.双打比较好玩…     

After the Play

The children cheered wildly as the play Mrs Samuels＇ Adventure（《山姆夫人历险记》）was coming to the end.Of course the play ended happily.Clever old Mrs Samuels had safely escaped from her dangerous place.     

Play by Ear

一天晚上,郝鹏给Tom打电话,想商量一下圣诞节的安排。     

A Significant Play

Yesterday evening, I went to see a play. It was really significant. It was about Zheng Xiaoyue, a very clever and diligent middle school student. Unfortunately , her mother died when she and her brother were very young. Her father was out of work and, worse luck, was seriously ill. She was studying at school, and her little brother Zheng Xiaogang was also studying at school like her. The two poor children had to work while studying so that they could afford the tuition and their father's medical costs. The father was becoming from bad to worse, and they had to pay more money. However,they were too young to     

Revisiting “Play”: Analyzing and Articulating Acts of Inquiry

The early childhood profession needs to establish a different discourse to describe what has been referred to as play in early childhood. The authors draw from literature on inquiry theory to provide a theoretical lens for discussion and offer a model for inquiry through the Project Approach for the early childhood setting. The authors posit that early childhood educators need to clarify and extend the definition of play by distinguishing between play that occurs outside of the classroom as opposed to play that occurs as part of classroom curriculum. Further, educators need to develop the language for analyzing acts of inquiry and articulating these processes to parents and the public. An examination of the inquiry process of one preschool learner offers one way to begin articulating classroom inquiry and demonstrates how each instance of inquiry is a complex, reflective, and semiotic act.     

Let＇s Play

1．-Tennis．anyone？玩网球，谁来？ -C0untmein．I＇llgetmyracket．算我一个。我去拿球拍。     

Let’s Play

1. —Tennis,anyone?玩网球,谁来?—Count me in. I(ll get my racket. 算我一个。我去拿球拍。2. —Why don(t you play football?你为什么不踢足球?—It(s so dangerous. 它太危险了。3. —Come on,Toby,I(ll beat you.来吧,托比,我会打败你。—Wait to see. 等着瞧。4. —Are you ready?准备好了吗?—Not ready. 没有。     

Untangling Teacher–Child Play Interactions: Do Teacher Education and Experience Influence “Good-Fit” Responses to Children's Play?

The purpose of this study was to determine if levels of teacher education and experience would influence how teachers respond to children's play needs in a preschool classroom. The interactions of eight teachers—three of whom were categorized as high education/high experience, three as low education/high experience, and two as low education/low experience—were videotaped and analyzed over a 6-month period. Specific levels of child play need and teacher guidance were first coded. The degree to which there was a good fit between the amount of child need and teacher support was examined. Differences in these good- (and poor-)fit interactions across the three groups of teachers were studied. Four interviews with adult participants were conducted to elucidate quantitative findings. Findings show that teachers with high levels of education and experience were more likely to perform good-fit play interactions. In interviews, teachers from this group identified specific elements of teacher education that enhanced their classroom experiences and, consequently, their ability to match their interactions to children's play needs. In contrast, low/high teachers were more likely to provide poor-fit responses to play, often giving direct support when none was needed. Teachers of the low/low group were unpredictable in their responses to children's play, often failing to interact at all when opportunities arose for meaningful play intervention. Interviews with these two groups revealed reasons for these poor-fit interactions, including a lack of knowledge about play and an inability to reflect on child outcomes. Implications of these findings for teacher education are considered.