"Earth" Theory of Children's English Learning "1": Plastic Greenhouse Theory

Diego's father wants to piece together the "earth" theory of taking children to learn English and push it to everyone, so that parents in the training camp can form a set of "code words"-just like the 36-plan, when it comes to "honey trap", both sides need not explain too much. ...

However, more than half a month later, Diego's father has been busy with the copywriting camp, and it is rare to calm down and write articles. Fortunately, the replica camp was highly recognized by everyone, and the fifth 100 quota was robbed within 15 hours. ...

Now, the fifth copy camp has entered the regular training, and Diego's father can finally sit down and continue to summarize these future "earth" theories for everyone.

For example:

The so-called "plastic shed" theory means that parents build a local environment for their children to learn English at home.

In this local environment, just like a vegetable greenhouse, regardless of the external snow and harsh environment, the greenhouse maintains a temperature, moderation and illumination suitable for vegetable growth.

Although the conditions and methods for children in China to learn English have improved, they are still in dire straits. The biggest dilemma is that children are in a "foreign language" environment and their foreign language learning effect is relatively poor (such as school English);

The embarrassment of some learning routes, including original reading, lies in the application of second language acquisition theory in foreign language environment. Just like exploring how to grow vegetables in the open air on the frozen plateau in northwest China. ...

Therefore, the obvious solution is to build a second language environment for children in China, and then use the mature second language acquisition theory as a guide.

Can't tell a foreign language from a second language? See the introduction in "I take my children to learn English":

With the deepening of language research, people gradually find that "second language" (SL) and "foreign language" (FL) are not exactly the same. For most children in China, English is a foreign language and our second language. But in some immigrant countries, such as the United States, the two are different. This book only mentions the most important differences between the two, which is also the main basis for me to cut and correct the current English learning methods.

Research data show that the most important difference between a second language and a foreign language is that a second language can usually be acquired in the daily life environment of learners, which means that a group of people around them can speak this language every day. For example, Diego goes to elementary school in America. He speaks Chinese to me at home, and everyone uses English at school. English is a second language, not a foreign language. Foreign languages are usually learned outside the natural language environment. In other words, in daily life, no one around the learners speaks this language. For example, Diego goes to primary school in China, speaks Chinese at home and also speaks Chinese at school. At this time, English is a foreign language, not Diego's second language.

Simply put, it is to simulate the mother tongue environment for children in a plastic greenhouse (family).

Think about how a child learns his mother tongue when he is born. Rich English resources can be used to provide similar environment for children in the family environment.

Is the child listening at birth?

Yes!

However, if the child is born blind, how can the child build a knowledge of the surrounding environment? Is it difficult?

Therefore, as soon as a child is born, it is more important to look besides listening!

The child saw a face and heard the repeated voice of "mother", so the child mapped the voice of "mother" to this face.

The child heard the "puppy" and saw his teddy, so he connected the sound with the dog.

Children may be confused when they hear adults call their neighbor's husky dog, but they will soon understand that "dog" represents this animal. ...

After watching and listening repeatedly, the child began to guess, imitate and repeat, reaching the conditioned reflex of language, so I heard that it was solved.

Specifically, children input a large number of original cartoons at home through "three grinding"-grinding their mouths, eyes and ears; Through "one talk", with the help of online foreign teachers for output.

This is to simulate the listening and speaking environment of mother tongue in a plastic greenhouse.

What about reading and writing? Through "flash" (using forgetting curve to accumulate words efficiently and complete the mapping of sound, shape and meaning of words) and "reading" (original reading, including graded books and original magazines, etc. ), plus later spelling, grammar and writing, the plastic greenhouse environment is completely built.

The more realistic the environment in the plastic shed, the better the immersion effect of children will be. Children will naturally master English, even better than their mother tongue-plastic greenhouse environment may be more conducive to the growth of vegetables than the real environment!

The theory of "plastic greenhouse" is simple and easy to understand, but how to build it?

"I take my children to learn English" is a detailed plastic greenhouse construction manual, which teaches you to build a complete plastic greenhouse for your children at home.

If parents have the energy and time, they also have the ability to set up, saving time, effort and money;

If parents need help, Diego's father's copy camp will take care of them.

In short, when parents arrive here, they find the end of their children's English learning-Diego Dad, the custodian of your children's family English.

Welcome to read Diego's father's best-selling English learning books to learn more about the construction of plastic greenhouses.