PETERSON READING	這是一份對有效率教學的介紹
	Translated by CJ
Program outline for Teachers and Parents	在彼得生的閱讀學習制度的方法下
INTRODUCTION TO PETERSON READING	學習範例的過程指導出概要及關聯
Effective teaching	以及之後的工具提供
Peterson Reading is a highly effective method of teaching reading, writing and English through high speed lessons, successful practices, and teacher modeling.	彼得生的閱讀是 非常有效率的方法 在教學閱讀上 透徹的英文寫作 快速的學習 結果圓滿的練習實踐
The Peterson Reading System provides multi-modality learning so that new information is quickly and completely processed.	且是教學著的範例 彼得生的閱讀系統 提供多種模式的學習
Kinesthetic and tactile memories of the mouth, arms and hands reinforce visual & auditory memories.	所以,新的資訊是很快速的 且是完整的進度 動覺及觸覺的記憶
The system provide faster and easier steps to fluent reading, writing and speaking. It can be used with students and adults of all ages. You don't have to speak English to teach English using the Peterson Reading System. We provide all materials, including audio MP3 recordings and printable Acrobat lessons, that can be downloaded from our website www.literacyfree.com. We are constantly adding new materials to this site.	透過嘴,肩膀,及手 加深視覺及聽覺的記憶 系統提供最快的 及容易的方式來達到流暢的 讀,寫,及說 能被學生來使用 及各種年齡成的成人 你不需要會說英文 來教導英文的學習 彼得生的閱讀系統 我們提供所有的工具 包含MP3 聲音錄音 及 可印製的Acrobat課程 都可以下載 從網路上 我們會不時的提供 在網路上的新穎輔導工具
WE TEACH THE BEST PART OF READING FIRST:	我們教導做好的方式 在閱讀的第一部
1. Pronounce familiar phrases to learn new facts and details.	1.發出所熟悉的聲音 來學習正確的及細節
2. Get good at pronouncing a wide vocabulary.	2.發音的正確學習 有更廣泛的單字
3. Students are not bogged down with slow phonics trial and error.	3.學生不會再陷入泥沼 與慢速的聲音教學法考驗及失誤
4. Students aren't thwarted by embarrassment and criticism.	4.學生不會再受挫 受到難堪及苛求指責
There are three components of the Peterson Reading System:	有三種的構成要素 彼得生的閱讀系統
PETERSON READING 4-4-4:	彼得生閱讀 4-4-4
Students chorus along with the teacher and a recording that pronounces each meaning phrase four times. The recording continues to say the phrases four or eight more times while the student copies or traces the printed phrases. By the end, the student will have heard and spoken each phrase twelve times: four times with oral chorusing, and eight times with inner speech. Students gradually learn the letter and word sounds in meaningful contexts. Within a few dozen hours students have also learned to make the sounds of individual letters and words.	學生們異口同聲 與教師及錄音機 發音每一個 重要性措辭四次 錄音機會繼續 說措辭四次 或著八次或著更多 當學生仿效及紀錄 會銘記這些措辭 到了最後 學生會聽到的是 每一個措辭十二次 四次的異口同聲地口述 及八次的內心裡演練 學生慢慢的會學到 字母及單字的聲音 在意味深長的上下文 在幾個小時之下 學生也學到了 各種聲音的獨自發音
Students learn meaningful phrases that comprise 90% of our written and spoken language. Why does it work so well? Because most trial and error is eliminated. Students immediately feel they are readers, and they are. Students have previously spoken many of the phrases used in class. They feel comfortable chorusing them. The occasional new word is sandwiched with familiar words that help define its meaning.	字母及單字 學生學到了重要性措辭 包含了90% 寫與說的語言 為什麼這能這麼有效 因為許多的試本是錯誤的 是不加考慮的 學生很快的發覺 他們是讀者 且他們是 學生有先前的談論發表 許多在課堂上的措辭使用 他們覺得很自在的異口同聲地說 這非經常的新字
The introduction of new meanings is very gradual.	就像三明治狀似的與其熟悉的字 可以幫助定義他們的解釋
Each student's high percentage of successes is very reassuring.	新的含意的介紹 是很逐步的 每一個學生的比例
Successes encourage them to try new sounds.	在學習成功上是很令人鼓氣的 成功鼓勵激發他們
They get eight to twelve chances to become almost perfect.	去嘗試新的聲音 他們有八到十二次的機會
Most students hit a 90 percent correct level by the fourth chorusing try. The remaining eight repetitions are easy for them. Each repetition tells them how good they are. Students don't need to glance at the teacher to find approval or disapproval. Students read with the recording at normal speaking speeds, rather than slow "sound it out" techniques. There are few baby words and no confusing alphabet practices. This is real reading. Students are more interested and enjoy the topics. They learn many topics while learning to read.	去成為最完美的 大部分的學生達到 90%的正確 在第四次的齊聲朗誦 保持了八次的反覆練習 對他們來說很容易 每一次的重複告訴他們 他們有多棒 學生不需要 去掃視老師 去發現被不被認可 學生跟著錄音機來練習 在一般的說話速度 而不是慢 “發出他自己的音”技巧 有一些嬌縱的字語,但是不會 對字母的練習造成困擾 這是正確的讀法
ACCELERATED THINKING 5-5-5	學生會更感興趣
5-5-5 improves upon students' reading, writing and speaking skills.	及欣賞論題 他們學習越多的論題 當她們在學習閱讀中 5-5-5提供更多學生的閱讀 在寫及說的能力上
5-5-5 teaches academic subjects through a series of listening, note-taking, tell-backs and fast-writes.	5-5-5教導學術的主題 在連續的一系列傾聽 筆記的紀錄,發問題及快速的寫作 教師能準備錄音機
Teachers can prepare recordings of textbook chapters to use in 5-5-5, or use the MP3 audio recordings of our downloadable e-books.	來使用 5-5-5 教科書上的章節 或著使用MP3的錄音 來下載電子書
The 5-5-5 lesson is broken up into 5-minute segments so that new information can be processed before it is overwritten by later material.	5-5-5課程是分散的 分成5分鐘的各個部分 所以新的資訊 在之前是可以被處理過 在一次的重疊寫在之前的教材上面 對於新的學生 5-5-5 的版式安排教好使用
For note-taking students can use a memory pattern or guide phrases.	對於做筆記的學生來說可以使用 記憶模式或著是指導措辭慣用語
3-3-3 TESTS: These short, one-topic tests incorporate the skills of reading, listening, writing, speaking and memory. They teach students test-taking skills that can be used on other tests. Students learn how to quickly scan text to find missing pieces of information. They learn how to put pieces together, draw conclusions and communicate in verbal and written format. The tests are broken up into 3 minute segments to encourage quick thinking and synthesis of new information. There are different levels of 3-3-3 tests for different ages and skill levels.	3-3-3 測驗 這是短的,一章節的測試 包含了技能的 讀,聽,寫 演說及記憶 他們教導學生 做測驗的技巧 可以用來做不同的測驗 學生學習如何來 很快的找尋從粗略地看瀏覽課文 缺少的資訊 他們學到如何去 把各個片落組織成在一起 獲取結論 及傳達交流 在字句上及寫作上的編排 測試是分散的