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Sharon Ahlquist 《Education 3-13》2015,43(1):40-54
In the Storyline approach, a fictive world is created in the classroom, with learners working in small groups, taking on the role of characters in a story. The story develops as they work on a range of tasks which integrate the practical and theoretical content of the curriculum. This article reports on a study based on the syllabus for English, in which a class of Swedish 11–13-year-olds took on the roles of families who had moved into a new street in England, and highlights the role played by cooperative group work in the second learning process. 相似文献
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