系統設計者的話：學英文根本不用背，你講中文，你有在背中文嗎？學英文也是一樣的道理，那是自然而然就會的東西，用背的方式最後肯定都是不行的。 更多...

最好的學習就是有英文的父母，不斷的跟你說話、耐心的教導你，時間長了，你也就慢慢就融入其中了。

但是我們沒有英文父母怎麼辦？看影片學英文就學的起來嗎？學不起來。

我們從小到大，也看過了不少英文電影，至少也看過1、200部也跑不掉，但是為什麼看了這麼多的英文電影，英文還是很爛呢？

主要的原因是我們沒有從基礎性的強化學習。舉個例子，西方的幼兒出生時，他至少聽了各種大人講英文至少聽了2年，才慢慢開始說英文、與大人互動。

而且都是一字一句慢慢的說、慢慢的教、漸進式的、慢慢的、越來越習慣、越來越聽的懂、越來越會說的過程。

那麼我們看的影片、電影過程中，都是大人成熟型的講話速度、方式、語調，我們怎麼可能跟的上？

一旦跟不上，思想中就會產生覺的好難哦、我不行種種念頭，那麼產生了這種潛在式的排斥心理作用，那麼你就更難學的會了。


所以我們必須打好基礎、深厚的基礎，萬丈高樓平地起，唯有打下深厚的基礎，後面你走的路才會越來越順。

程式界裏有句話，程式債欠的越多，最後就只能放棄。學英文也是一樣，英文單字債欠的越多，你就直接上來文法、句型、語調，最後也只能放棄。

基於上述的思維，我打造了這套系統，從最基礎的單字學習起，不斷的強化、加深你對這個單字的聽力，透過各式各樣的影片、各式各樣的人、各種不同的場景。

就只是為了訓練一個單字的聽力，無數的人跟你講同一個單字，講個20遍、50篇、100遍(且不重覆)，我就不信學不起來。


這套系統做出來後，我自己在使用的過程中，確實真的能聽出來他們講的這個單字，而且他們講的速度再快也能聽的出來。

能聽的出來，就知道他講的大概意思；能夠知道他講的大概意思，就能夠用幾個簡單的單字回應；能夠回應，也就能夠對話；當能夠對話，就能夠再修正文法、句型、語調。


我的目地就是希望自己至少能聽的懂人家在說什麼，用英文跟人家對話，大家共同努力、學習。若有其它想法或對這套系統設計的建議，也可以與我聯絡：ichich2013@gmail.com

Work Session - August 21, 2018
觀看次數：856
I
am
missy
bender
President
of
the
plano
isd
Board
of
trustees
noting
isd
Board
of
trustees
to
order
at
650
pm
on
August
21
2018
in
the
plano
of
Schools
Dr
theresa
williams
Chief
Operating
Officer
nancy
humphrey
Board
nowak
Ms
bonser
will
you
verify
that
we
are
in
compliance
with
the
provisions
of
I
nominate
nancy>
I
don't
know
anything
about
accounting>
information
was
requested
and
is
being
presented
regarding
the
district's
early
kindergarten
readiness
based
on
pre-k
attendance
by
half-day
or
full-day
their
academic
careers
in
our
district
I
don't
have
a
clicker
ok>
my
pages
aren't
numbered
my
slides
aren't
numbered>
all
on
the
east
side
so
you
look
at
47%
economically
disadvantaged
11%
mobility
as
we
consider
the
entirety
of
wraparound
service
social
and
emotional
readiness
that's
a
big
part
of
our
pre-k
programming
look
at
your
salmon-colored
handout
this
will
help
explain
who
we
serve
in
pre-k
state-funded
half-day
program
they
have
to
be
the
esl
economically
disadvantaged
those
classes
well>
yes
we
have
balanced
classes
yes>
that's
separate
from
the
ppcd
classes>
correct
yes
for
the
most
part
ppcd
is
a
half-day
unless
the
ard
this
year
but
i'm
sure
in
the
past>
if
we
had
seats
available>
correct>
Head
Start
four-year-old
can
is
it
considered
part
of
our
program>
yes>
okay>
classrooms
so
a
capacity
of
1500
seats
that's
current
for
18-19
half-day
we
also
liaison
or
social
worker
rosemary
hagar
doesn't
how
did
those
schools
get
know>
but
that
is
then
an
inequity
then
in
the
system>
inaudible>
suzana
on
this
would
be
we
would
need
that
for
11
campuses
was
my
number>
correct>
okay>
so
we
reviewed
programming
and
what
we
have
at
the
campuses
now
we're
going
to
over
to
Ms
modisette>
inaudible
forman
does
have
a
parent
liaison>
it's
not
listed
on
their
webpage
then>
it's
not
listed
I
think
all
of
our
Title
inaudible>
social
worker
or
parent
liaison
so<
they
had
a
parent
liaison>
not
listed>
it
may
not
be
listed
but
i'm
almost
sure
they
do
yeah
they
do>
now
or
last
year>
last
year>
we'll
verify>
half-day
programming
available
for
pre-k
we
had
a
total
of
1542
students
enrolled
in
our
half-day
program
then
as
suzana
just
reviewed
we
opened
some
full-day
classrooms
in
2016-17
and
our
enrollment
combined
half-day
and
full-day
enrollment
increased
to
1861
we're
not
really
seeing
an
increase
in
any
of
our
special
populations
enrolling
other
than
economically
are
also
economically
disadvantaged
because
our
half-day
programs
don't
initially
began
looking
at
offering
full-day
pre-k
to
our
economically
this
we're
looking
at
any
level
that
we're
not
putting
man-made
barriers
in
looking
at
the
enrollments
from
the
apartments>
now
there's
one
other
thing
hopefully
win
not
if
huffman
achieves
brightness
again
with
the
ib
pyp
program
handout
and
this
is
past
and
current
enrollment
and
availability
in
the
campus
that
has
full-day
the
next
set
of
columns
is
2016-2017
enrollment
total
columns
are
18-19
enrollment
and
available
spots
as
of
a
week
ago
14th
of
half-day
thank
you
for
bilingual
students
so
unfortunately
those
aren't
always
interchangeable
numbers>
least
300
of
those
will
fill
up>
okay
so
leaving
about
300>
correct>
still>
if
yes
converting
some
of
those
half-day
general
ed
into
full
day
if
that's
how
there's
always
availability
in
the
half-day>
so
it
sounds
like
the
half-day
ppcd
we
end
up
coming
out
of
compliance
with
least
restrictive
peers>
so
question
though
if
a
student
is
economically
the
half-day
so
we
would
turn
them
away>
our
half-day
if
that's
a
possibility
for
the
families>
well
just
gonna
tell
y'all
that
i'm
not
a
huge
fan
of
a
four-year-old
being
on
a
waitlist
addresses
maybe>
going
from
16
to
17
or
more>
highlights
titled
enrollment
by
attendance
zone
so
total
kindergarteners
enrolled
at
from
the
Barron
attendance
zone
in
17-18
those
qualifying
as
economically
disadvantaged>
so
the
other
eight
you're
right
these
are
not
pre-k
students
that
attended
Baron
i'm
sorry>
no
that's
fine
I
just
wanted
to
clarify>
yep
so
29
of
those
attended
half-day
most
I
so
the
penultimate
column
there
is
the
pre-k
economically
disadvantaged
planning
target>
highlighted
in
yellow>
highlighted
in
yellow
yes
so
the
total
total
of
59
students>
economically
disadvantaged
was
55
the
total
pre-k
was
45
and
if
you're
purple
sheet
it
says
it's
sigler
and
weatherford
are
going
to
beaty>
yes
inaudible
then
the
availability>
so
sigler
and
weatherford
when
you
look
at
the
feeds
them
to
beaty>
inaudible>
there
you
go>
inaudible>
size
of
the
campuses
and
what
pearson
has
for
specialized
programing
for
Deaf
ed
program>
Deaf
ed
pre-k>
which
is
our
most
west
ecs>
beaty>
it
is
beaty>
so
that's
why
beaty's
number
I
mean
okay>
in
summarizing
part
three
that
we've
just
looked
at
Ms
modisette
showed
us
that
the
birthrate
trends
projects
stable
enrollment
and
align
pretty
kindergarten
of
17-18
who
attended
pre-k
in
16-17
72
percent
of
our
economically
disadvantaged
kindergartners
attended
in
16-17
25
percent
of
those
at
half-day
and
full-day
was
47
percent
one-third
of
all
kindergarten
students
attended
pre-k
in
plano
isd
we
have
to
spots
available>
you
need
a
little
asterisk
there
the
for
considerations
around
the
idea
of
facilities
basing
our
work
on
the
looked
at
the
expansion
of
full-day
pre-k
for
economically
disadvantaged
currently
participating
into
the
full-day
pre-k
program
placeholder>
might
get
increase
enrollment
because
of
this
shorter>
it's
possible
it's
you
know
I
mean
if
we're
on
a
waitlist
except
for
bilingual
seats
our
full-day
we
have
42
unfilled
seats
currently
half-day
as
it's
been
said
earlier
we
it
so
obviously
we
currently
have
the
full-day
pre-k
the
full-day
programming
the
half-day
we
have
1861
students
it's
what
we
had
in
17-18
and
our
have
the
half-day
so
I
won't
go
through
that
they
have
807
that
are
enrolled
in
pre-k
and
their
ratio
is
20-2
in
the
bilingual
classes
and
15-2
in
the
half
day
pre-k
lewisville
only
has
two
inaudible
supported
on
the
full
day
they
richardson
Allen
mckinney
and
garland
none
of
those
have
full-day
pre-k
and
good
rationale
I
assume
cause
it's
a
good
low
number>
total
that
18
to
2
would
pick
up
64
district-wide
in
full
day
20
to
2
would
had
275
to
meet
that
current
total
full-day
pre-k
is
626
and
we
have
42
something
that's
worthy
of
discussing>
district-wide
so
if
we
take
our
elementary
capacity
district-wide
and
we
campuses
in
17-18
if
we
take
the
demographers
report
and
we
look
at
the
something
to
keep
in
mind
our
demographer
has
been
spectacularly
they
raised
the
rent
at
the
gammersea
apartments
right
there
on
plano
parkway
40
kids
left
huffman
rents
went
back
down
40
kids
came
back
from
huffman
so
it
swings
so
violently>
and
we
have
been
enrollment
by
campus
from
apartments
we've
got
a
at
least
a
10-year
pre-k
and
if
we
can
go
to
the
spreadsheet
enrollment
that
the
demographers
interjected
through
2019-2026
that's
not
ones
would
be
new
ones>
that
is
correct>
and
white
would
be
without>
we're
not
saying
that
those
campuses
where
there's
a
lot
of
uncaptured
economically
disadvantaged
kids
you
start
to
any
other
dips
and
rises
and
dips
as
you
said
the
peaks
and
the
valleys
are
inaudible
we
don't
currently
but
we
do
have
singletons
at
our
elementary
campuses
you
mean
single>
yes
having
just
one
pre-k
classroom>
one
section>
at
a
campus>
satellites
currently
are
which
are
those
highlighted
in
blue
is
that
they
tried
elementarys
with
hagar
mitchell
huffman
those
are
are
gonna
fluctuate
a
lot
more
so
we
can
put
that
on
our
guiding
principle>
estimate
it
depends
on
what's
currently
in
that
classroom
but
we're
estimating
I
believe
there's
nine
of
them
that
don't
currently
have
a
pre-k
playground
coming
in
that's
in
full-day
pre-k
that
would
be
additional
ada
that
half-day
ada
now
they're
all
considered
economically
disadvantaged
and
so
that
to
hit
I
think
that
number
if
you
go
the
next
one>
inaudible>
sorry
so
that's>
inaudible
so
that
would
it's
16
to
2
18
classrooms
would
add
288
seats
in
full
day>
okay
thanks>
enrollment
is
there
room
to
do
more
than
four>
students
who
are
economically
disadvantaged>
and
missy
there's
variabilities
I
think
what
you're
saying
but
there's
also
volume
and
that>
inaudible
central
cluster>
do
what>
they're
counted
in
the
central
cluster
inaudible
so
geographically
we're
not
driving
students>
exactly
well
yeah
but
we're
if
we
have
capacity>
pearson>
oh
pearson
okay
i've
got
it
backwards
all
right
all
right>
but
it's
maybe
escalating
the
picture
from
the
southwest
quadrant
in
a
way
to
me
it's
more
it's
not
a
compliance
I
think
it's
a
moral
if
we
continue
to
be
for
economically
disadvantaged
only
students>
per>
because
they
are
at
that
campus
and
they'll
be
relocated>
that's
right
so
they
would
relocate>
i'm
sorry
304
to
418
seats
depending
on
four-year-olds
can
go
up
to
18
at
half
day
and
the
three-year-olds
are
self-contained
so
those
go
up
to
10
students
per
half-day
the
totals
are
underneath
144
for
the
four-year-olds
and
60
for
the
three-year-olds
and
then
any
classes
that
are
moved
over>
no
we'd
still
have
to
keep
some
pre-k
satellites
campuses
to
be
able
to
serve
depending
on
classrooms>
really
what
it
summarizes
to
is
when
you
open
that
the
central
which
is
pearson
is
27
percent
economically
disadvantaged
11
percent
mobility
to
43
and
13
isaacs
47
and
11
and
esc
four
at
49
and
17>
but
actually
that's
attending
full-day
program
it's
because
they're
economically
disadvantaged
so
that
in
the
boardbook
I
don't
see
that
level
of
detail>
inaudible>
was
this
one
added
today>
yeah
it's
not
in
ours>
y'all
want
to
study
that
one
for
a
minute>
yes
please>
is
it
up
there>
the
picture's
the
same
it's
just
the
caption>
i'm
a
little
puzzled>
I
mean>
talking
overlapping>
inaudible
broken
record
take
into
consideration
you've
got
some
widely
varying
compacities
in
that
wherever
there
are
apartments
27
thousand
sigler
and
weatherford
weatherford
is
60
percent
low
ses
Jackson
down
in
the
true
southwest
is
68
percent
huffman
is
71
percent
sigler
is
sigler's
an
issue
too>
so
David
what
I
think
you're
suggesting
is
a
pictorial
image
of
supply
and
demand>
yeah>
so
neighborhoods
and
if
that's
more
instructive>
I
think
it
would
be
because
you're
crazy
just
not
for
that>
laughter
talking
overlapping
say
oh
right
now
they're
200
spots
at
huffman
well
that's
this
year
that's
also
not
mitchell's
enrollment
is
varied
by
200
over
the
see
how
they
vary
from
year
to
year
to
year>
inaudible>
exactly>
of
the
apartments
in
plano
isd
are
in
the
shepton
feeder
pattern>
and
they
reside
to
different
levels
based
on
what's
happening
in
the
apartments
ren'ts
going
up
so
when
you
can
see
them
swinging
by
50
to
100
to
200
in
a
given
year
that's
rent>
and
huffman
peaked
at
544
apartment
students
in
14-15
every
other
year's
been
we
added
18
it
could
add
288
to
396
seats
depending
on
class
size
$20000
128
to
176
seats
the
initial
startup
that's
I
don't
think
that
I
don't
that's
just
not
an
option
in
my
book
20
18
children
versus
22
children>
I
would
have
to
double-check
but
no
there
I
mean
guideline>
I
thought
we
had
retrofitted
all
the
buildings
to
the
modern
guidelines
is
that
not
correct
isn't
that
why>
i'm
sorry
I
can't
i'm
not
sure
on
that>
I
think
we
have>
four
full-day
classrooms
of
economically
disadvantaged
children>
at
beaty
there's
we'd
say
you
can't
have
full
day>
it
where's
the
most
need
is
location
to
consider>
and
full-day
pre-k
to
me
is
an
option
that
I
don't
want
to
have
a
waitlist
for
highest
quality>
pragmatically
look
into
the
future
the
demographic
projections
and
kind
of
be
mitchell
up
to
skaggs
or
andrews
it's
just
not
viable
and
so
let's
please
not
even
dramatically
so
if
you're
going
to
count
on
mitchell
to
have
two
and
rosemary
what's
convenient>
well
I
think
you're
one
of
your
guiding
principles
could
be
four-year-old>
right
so
it's
multi
partisan
having
no
fewer
than
two
I
heard
no
waitlist
for
half-day
or
full-day
please
so
what
can
be
done
that's
the
support>
Dallas
city
council
or
plano
city
council>
through
five
at
our
schools
because
we're
accommodating
full-day
and
that
talking
overlapping
talk
to
the
team
and
we'll
try
we'll
get
it
done
we
won't
dilly
dally>

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