希伯伦系列丛书—请跟Helen妈妈这样做亲子互动学英语（附赠超强学习功能的互动光盘）专

本书有5大特色：
1. 图像认知：每单元有12到15个学龄前儿童*常接触到的单词，以图解或搭配插图方式呈现。依照各单元主题，告诉父母如何使用卡片及句型来教学及复习。
2. 歌谣欢唱：每单元有3个小练习，内容有填字、字谜、着色、连连看等多变化的活动，让孩子以游戏方式轻松学习。依照各单元主题设计歌谣或韵文，边唱边学加深单元印象。
3. 游戏互动：每单元有游戏时间，让小朋友连连看，动手写一写，还告诉父母如何带孩子做活动，该注意什么细节，以及其他可以延伸练习的方式。
4. 内附字卡：本书的另一个重要元素是字卡，共超过300多张，这些字卡提供视觉辅助，可以帮助孩子学习和记住新的单字。每组三个字作一次复习，务必让孩子熟悉这些单字后再往下介绍下一组单字，直到单元中所有的单字都介绍为止。
5. 互动光盘：互动光盘可配合书本学习，书本上的图片、文字、歌谣在光盘中都有发音，可随点随念，让孩子爱上学英语。 

孩子到底何时该学英语？如何找到适合孩子的教材？相信是许多父母头痛的问题，从孩子牙牙学语开始，天下父母心都希望能让孩子能多学习语言，坊间的双语幼儿园更是一间一间开，其实，孩子的学习是需要模仿、引导、带领的，用对方法，父母就是*好的启蒙老师。根据美国儿科学会的说法：「孩子和自己所尊敬的人在亲密关系中进行有意义的互动，这样的学习成效是*好的。
本书由LiveABC资深英文编辑Helen老师依照自身的学习历程以及身为自己女儿英语学习老师的经历，整理归纳出25个从环境中轻松学习的亲子互动课程，是父母为孩子必备的*套英语教材。本书根据学习的字汇规划主题，包含传统英文歌曲和韵文、互动游戏和练习，以及读、写和听等活动来强化字汇的认知。所有的内容都是针对学龄前孩子的发展程度来设计，尤其是特别设计来促进亲子间的英文沟通。
本书每一个单元都着重在与主题相关的字汇，以及相同主题的歌曲或韵文。歌曲和韵文在学习过程中扮演重要的角色，因为不只可以让孩子接触自然的韵律、节奏和英文字的押韵，也可以强化孩子对新学到的字汇的了解。这些歌曲韵文中有好几首都是可以互动的，包含肢体动作的配合。依照歌曲韵文提供的提示来做肢体动作可以训练孩子的英语理解力。所有的歌曲和韵文在互动光盘CD-ROM中都有收录。互动光盘CD-ROM中还包括另外补充与单元主题相关的学习单和游戏，父母可以打印出来，并将这些整合到与孩子一起进行的活动中。

Helen老师三岁移民美国，于美国求学成长，从小就在双语的环境中成长，对于语言学习及运用有独到的学习经历，并培育了Helen老师对语言的着迷以及对阅读的喜爱，促使后来在研究所攻读比较文学，并成为一名优秀的资深英语编辑，Helen老师婚后与意大利籍丈夫定居罗马，并育有一名女儿，女儿从小说中文及意大利文，五岁才开始学英语，Helen以自己及教女儿学英语的经验发展出一套亲子互动学习模式，运用图像认知、歌谣、游戏等，让孩子在生活中自然而然地学习、活用英语。
Helen老师认为孩子是天生的学习者，拥有惊人的组织和区分讯息能力，语言丰富的环境更可能造就语汇丰富的孩子，而学习的关键因素在于人与人之间的互动，当孩子开始把语言知识互动应用在现实生活中时，这个知识才算真正扎根，所以，本书的课程注重实际运用，并提供多项练习游戏。

CONTENTS
如何使用本书 6
光盘使用说明 8
Helen妈妈经验谈 10

SECTION 1 One Brown Cow
UNIT 01: A, B, C 24
UNIT 02: Numbers (I) 34
UNIT 03: Colors 41
UNIT 04: On a Farm 49
UNIT 05: Putting It All Together 57

SECTION 2 The Elephant’s Big Nose
UNIT 06: This Is My Head 60
UNIT 07: The Five Senses 67
UNIT 08: This Is My Body 75
UNIT 09: In the Wild 81
UNIT 10: Putting It All Together 88

SECTION 3 Jackie’s Family Is Happy
UNIT 11: This Is My Family 92
UNIT 12: Feelings 99
UNIT 13: How Do You Look? 107
UNIT 14: Toys and Games 115
UNIT 15: Putting It All Together 123

SECTION 4 Fun with Friends
UNIT 16: People 126
UNIT 17: Good Morning 133
UNIT 18: In the City 141
UNIT 19: In the Country 149
UNIT 20: Putting It All Together 156

SECTION 5 Twenty Cookies
UNIT 21: Numbers (II) 160
UNIT 22: Fruits and Vegetables 168
UNIT 23: Food and Drinks 175
UNIT 24: Dinner Set 182
UNIT 25: Putting It All Together 189

Helen妈妈经验谈

The primary factor of language learning is human interaction.
语言学习最重要的因素就是人与人之间的互动。

My motivation for teaching English to my daughter began as a long journey with my own experiences learning English in the United States. My parents and I moved to New York when I was a toddler. Neither my mother nor my father spoke fluent English, so it wasn’t until nursery school that I had my first full exposure to the language. I still have vivid memories of my first days in school, trying to comprehend the odd sounds made by the teacher and the kids, and pretending as best I could that I understood them. After a few months of navigating through foreign words and gestures, I began to absorb the language, and by the time elementary school started, I was using English comfortably and at a level that wasn’t far from that of a native speaker my age.
我教女儿英文的动机要从我自己在美国的学习经验说起。在我蹒跚学步的时候，我和父母搬到美国，我父母都不会说流利的英文，所以我一直到上托儿所才开始完全地接触英文。第一天上学的记忆依然历历在目，我试着去了解老师和其他小朋友发出的奇怪的声音，然后尽可能假装了解他们在说什么。经过几个月对外国字和手势的理解后，我开始吸收这个语言。在上小学前，我已经可以轻松地使用英文，程度也跟同年的母语人士差不多了。
At home, we spoke only Chinese. It was the language my mother used when she told me was Italian; his English was less-than-fluent, and he knew no Chinese. English, by that time, had supplanted Chinese as my native language because my spoken Chinese, though conversation-ally fluent, had not progressed far beyond the level of a middle-school student. My Italian, however, was better than my husband’s English, and at home we spoke a mix of Italian and English. Although I had thought about starting my daughter off with Chinese because it was the language that I associated with family and my own childhood, I feared that my knowledge of Chinese would be inadequate to progress beyond a rudimentary level. Plus, it would mean linguistic isolation for my husband. Con-versely, English did not seem like an ideal choice either, because it would mean denying Giorgia exposure to Chinese. In the end, after much discussion, we chose Chinese on the basis that it was (I thought) the more difficult to learn
of the two languages. As a result of this decision, I did not begin to teach Giorgia English until she was five years old.
我完成学业后，结了婚并搬到罗马居住，我先生他是土生土长的罗马人。几年后我们的女儿Giorgia 出生，那是我生命中最快乐的时光，当然也有很多的怀疑和问题。我先生和我双方都问的第一个问题是我们应该用什么语言和她沟通？这不是个简单的问题。我先生的母语是意大利文，他的英文不是那么流利，而且他完全不懂中文。而在当时，英文已经取代中文成为我的母语，因为我的中文会话虽然流利，但大概只有中学的程度。而我的意大利文又比我先生的英文好一些，所以我们在家是英文、意大利文两种语言交杂使用。虽然我曾想过要让女儿从中文学起，因为那是我和家人及童年的连接，但我又担心我的中文只有基本程度，可能不是很适合来持续进展。再加上，这对我先生会是一种语言隔阂。相反地，英文似乎也不是个理想的选择，因为它可能会造成Giorgia 拒绝接触中文。经过多次讨论后，我们选择以中文为基础，因为（我认为）中文是这两种语言中较难学的。由于这样的决定，我一直到Giorgia 五岁都没有开始教她英文。
In Italy, English is a mandatory subject in the public school system starting in grade one of elementary school. Some friends and family members therefore asked me, why bother teaching her English at home? Weren’t was a way to develop in her an understanding of language as a communicative tool that was more than just as an academic subject.

大家有时候也会忘记语言主要是沟通工具，特别是在课堂上以考试和成绩作为语言学习成果指标时更容易被忽略。可惜，在课堂上所学到的语言往往只停留在课堂上。只有当学生开始把语言知识应用在现实生活中时，这个知识才算真正扎根。因此，用非课堂的环境和方法让Giorgia 认识英文，可以让她理解语言是沟通的工具、而不只是一门学科。
The last reason for teaching my daughter English and, for me, the best reason, was that it was easy and fun to do. It didn’t require much planning or effort. Unlike other skills that parents may teach their children, such as sports or a musical instrument, teaching English does not require a specific location, time, or tools and props. Like many parents, my husband and I had full weekly schedules between work and other activities and obligations, so the thought of having to set aside a particular time to teach my daughter a skill would have been too overwhelming. However, this is not the case with language learning. Moments in which I taught English to Giorgia were integrated organically into our daily routines, such as preparing meals, doing the laundry, shopping, bath time, or riding the bus. During bath time, a game we played was naming body parts in English. While grocery shopping, I would ask her to name as many fruits and vegetables in English as she could. Walking up or down a flight of stairs, I would ask her to count the number of steps in English. So, there was no need to set aside a special time for teaching. Giorgia was unaware that she was learning a language because the linguistic elements were integrated naturally into her daily life, and she was having fun.
最后一个我想亲自教女儿英文，对我来说也是最好的原因就是做起来简单又有趣。教英文不需要太多规划或精力，不像有些技能，例如运动或乐器，父母需要额外花心思去教导。教孩子英文不需要特定场合、时间、工具或道具。我先生和我跟许多家长一样，在工作和其他活动、责任之间每个星期都有许多的事情，所以想到要留出一个特定的时间来教女儿某项技境，这是任何父母都可以做到的，不是只有母语人士或英语说得流利的人才行。父母掌控环境，孩子则从周遭的事物中自然而然地吸收学习。
I eventually began offering Italian parents who wanted to start teaching their pre-school children English some suggestions on the kinds of activities and strategies they could use. I recommended traditional children’s songs that they could listen to and sing to their children, and fun, simple games that they could play. Sometimes we organized play dates and, together with our children, we would perform these activities together. Through this process, I also began to realize that not all kids had the same style of learning. While Giorgia was acoustically sensitive and learned best through sound and music, some kids favored visual input, and others were stimulated by physical movement and activities.
后来我开始给想教学龄前孩子英文的意大利父母提供一些建议，告诉他们可以利用的各种活动和方法。我推荐他们可以让孩子听传统的儿歌并唱给孩子听，还可以玩一些有趣、简单的游戏。有时候，我们会安排游戏日，并且我们会和孩子一起来做这些活动。通过这个过程，我也开始了解并非所有孩子的学习方式都相同。Giorgia 听觉非常敏锐，通过声音和音乐的学习效果最好，有些孩子偏好视觉素材的辅助，而有些孩子则是经由身体律动和活动来获得激励。
Giorgia is fourteen years old this year, and it seems like only yesterday that my husband and I were thinking about strategies to enrich her environment so that she could become an effective and enthusiastic learner in school. Although she has never lived in an English-speaking country, she will be attending an American high school this year, where all her courses will be taught in English, and where her second-language focus will be Chinese.
Giorgia 今年十四岁了，我先生和我在讨论该用什么方式来提升她的环境，好让她在学校学习时可以表现优异又充满热忱，这些仿佛还只是昨天的事。虽然她从来没有在英语系国家住过，但她今年要上美国学校高中了，学校所有的课程都是以英文授课，而她的第二外语则是中文。
but that your child is engaged in conversation. The primary factor of language learning is human interaction.
我们都希望给孩子最好的，所以有些父母或许仍会担心无法提供孩子正确的英文素材。孩子学语言的过程中，父母及其他长辈的确扮演很重要的角色。然而，并不是身边的大人说一口完美的英语，孩子才能学会正确的英文。想一想孩子学母语时接收语言讯息的情形，大人的口语通常都是从许多的错误开始，像是片断的句子、含糊不清的发音，甚至语法错误等，但是尽管他们周遭的语言环境并不完美，孩子还是能自然而然学会母语。这样的概念在学习第二外语时一样适用。如果爸爸或妈妈对孩子说的第二外语自己说得不是非常流利时，那么爸妈或许只会用简单且发音不正确的单词和句子。但是这并不会阻碍小孩在语言学习上的发展。因为重要的并不是将小孩安置在完美的英语口语环境中，而是小孩能积极投入在会话中。语言学习最重要的因素就是人与人之间的互动。
Today, parents have a rich choice of multimedia English learning materials to choose from, from TV shows and DVDs, to computer software and iPad applications. Choosing one or a few of these options can seem like a good way to provide English input for your child. Indeed, it would be easier for us parents if we could sit our children in front of an English learning DVD or com-puter game for 30 minutes while we took a quick shower or made a phone call. However, viewing TV and DVDs, using iPads, or any other activity wherein children are expected to stare at a screen, is a passive activity. According to the American Academy of Pediatrics, “Children learn best in the context of relationships and meaningful interaction with people they respect”. However, meaningful interaction cannot be achieved between a parent and a child if there is a machine or a screen between them. Furthermore, research has found that even very small amounts of English language exposure, such as an hour a week, can help pre-school children develop the ability to hear innuendos in the sound system of a language, much like a native speaker of that language. However, for this to happen, are not familiar with the material can listen to it first before sharing it with their kids. Although listening to the MP3 with your child is an option, it should be kept in mind that parents are the main con-veyors of the songs and rhymes, not the MP3. Also included in the CD-ROM are supplementary work-sheets and games related to the unit topics that parents can print out and integrate into activities with their children.

本书每一个单元都着重在与主题相关的词汇，以及相同主题的歌曲或韵文。歌曲和韵文在学习过程中扮演重要的角色，因为不只可以让孩子接触自然的韵律、节奏和英文字的押韵，也可以强化孩子对新学到的词汇的了解。这些歌曲韵文中有好几首都是可以互动的，包含肢体动作的配合。依照歌曲韵文提供的提示来做肢体动作可以训练孩子的英语理解力。所有的歌曲和韵文在CD-ROM 中都有收录，所以不熟悉这些内容的父母，在与孩子一起分享前可以先听过MP3。虽然和孩子一起听MP3 也是一种选择，然而父母应该要记得父母本身才是歌曲和韵文主要的传递者，不是MP3。CD-ROM 中还包括另外补充与单元主题相关的学习单和游戏，父母可以打印出来，并将这些整合到与孩子一起进行的活动中。
Another key component of this book are the flashcards. These provide a visual aid for your child to learn and remember new words. Because it can be too overwhelming to introduce all the vocabulary words in a unit as one group, I have found it helpful to break down the flashcards into groups which introduce three new words at a time. Review these words and make sure that your child is familiar with them before moving on to the next group of three words. Do this until all the words in the unit have been covered. Learning the words in groups of three is a suggestion for breaking up a large chunk into manageable pieces. If you feel that your child would be more comfortable learning two words or four words at a time, then you should tailor the method to suit your child. One mother, a friend of mine, decided to focus on “a
word a day”. Just one English word a day, which she would use and repeat whenever the occasion arose. It may appear like not covering a lot of ground, but it was a good way to ensure ment can help in the English-learning process.
本书的单元内容设计是建立在从前面单元得到的知识。例如，这单元学到与脸和头相关的单词，紧接着下一个单元就会学到五官的表达。因此，建议父母不要在单元间跳跃学习，最好能按照顺序。至于每个单元应该花多少时间——这根据孩子自然的学习步调，以及每周可以花多少时间在英语上而定。所以，无须担心速度，也不用担心孩子为何无法自然运用已经学过的内容。每个孩子的学习步调不同，而且在这个年龄他们往往比较容易理解事物甚于表达，所以重要的是他们能持续接收新的事物。此外，孩子的性格在学习语言时也有很大的影响。你的孩子会多容易就感到挫折？他可以持续专注多久的时间？她对挑战新事物的反应如何？以Giorgia 来说，她能够持续专注在一个科目很长的时间，但她从以前到现在都不喜欢被挑战。因为关于学习和理解，她比较喜欢设定自己的步调，把她放在具有竞争性的情境中并无法刺激她学习。父母无法改变孩子的性格，但了解孩子的性格对于学习英语的过程是有帮助的。

Lastly, parents ought not focus on perfection or correcting their child when he or she makes a mistake in English. Although correction is important in the learning process of older children, it can be counterproductive to a preschooler’s learning process. Focus instead on what your child has achieved. Offer lots of encouragement and exude enthusiasm. Helping our children learn with this kind of attitude is one of the most valuable things that we as parents can give our children.
最后，孩子在学英语犯错时，父母应该不要着重追求完美或纠正孩子错误的地方。虽然大一点的孩子的学习过程中给予纠正很重要，但对学龄前孩子的学习可能会造成反效果。反之，父母应该将重点放在孩子学到的东西，给予大量的鼓励和激发兴趣。用这样的态度来帮助孩子学习，是身为父母的我们能给孩子最珍贵的东西。
美国伊利诺大学香槟分校比较文学博士候选人LiveABC 资深英文编辑