應(yīng)用克拉申二語(yǔ)習(xí)得理論進(jìn)行高中英語(yǔ)閱讀教學(xué)畢業(yè)論文Contents摘要IABSTRACTIIContentsIVIntroduction11.OverviewofKrashen’sSLATheory21.1AcquisitionandLearningHypothesis21.2NaturalOrderHypothesis31.3MonitorHypothesis31.4InputHypothesis41.5Affective-FilterHypothesis42.CurrentSituationandMainProblemsofEnglishReadingTeachinginSeniorHighSchool52.1Students’CurrentSituationandMainProblems52.1.1UnfamiliartoVocabularyandGrammar52.1.2LackofBackgroundKnowledge62.1.3LackofMotivation62.1.4PoorReadingHabits62.2Teachers’CurrentSituationandMainProblems72.2.1OutdatedTeachingConceptandSingleTeachingMode72.2.2LackofReadingStrategyandSkill’sDirection72.2.3NeglectionofStudents’ReadingInterest82.3RelationshipbetweenTeachersandStudents82.3.1LackofInteractionbetweenTeachersandStudents82.3.2LackofStudent-center93.ApplicationofKrashen’sSLATheorytoEnglishReadingTeachinginSeniorHighSchool103.1ConstructionofSLAEnvironment103.1.1ChangingtheTraditionalTeachingConcept103.1.2CreatingNaturalCommunicativeEnvironment103.1.3CarryingoutaVarietyofClassActivities113.2CombinationofAcquisitionandLearning123.2.1IntensiveReadingandLearning123.2.2ExtensiveReadingandAcquisition133.2.3CombinationofIntensiveandExtensiveReading143.3AttentiontoQuantityandQualityofInput153.3.1Using“i+1”ModeltoComprehensibleInput153.3.2ProvidingEnoughQuantityoftheBestLanguageInput173.3.3ImprovingCultureInputandLanguageComprehension173.4AttentiontoEmotionalFactorstoStimulatetheMotivationofStudents193.4.1SelectingAppropriateReadingMaterials193.4.2SelectingAppropriateTeachingMethods203.4.3EnhancingStudents’Self-confidenceandReducingAnxiety21Conclusion22Bibliography23AcknowledgementsIntroductionAlongwithChinaandforeigneconomicandtechnologicalexchange,theincreasinglyfrequentEnglishinpeople'sdailylifealsobecomesveryimportant.ReadingteachingistheimportantcontentofhighschoolEnglishteachingandoccupiedaveryimportantposition.Althoughthereadingeducationhasreceivedtheschools,theteachersandthestudents’greatattention,butlookingfromthepracticeeffect,isnotideal.Thesignificanceofthisresearchaimedat,highschoolEnglishreadingprocess,usingKrashen'ssecondlanguageacquisitiontheorytoguideandexploretheprocessofforeignlanguageteaching,whichhastheimportantmeaningtoimprovethehighschoolEnglishreadingteachingmethods,improveEnglishreadingteachingquality.ThepurposeoftheresearchisbasedonpresentsituationofhighschoolEnglishreadingteaching,analysisoftheexistingproblemsinteaching.ApplicationKkrashen’ssecondlanguageacquisitiontheoryonhighschoolEnglishreadingteaching,andthensolvessomeproblemsinteaching,optimizetheteachingmode.OurcountryEnglishteachingmayprofitfromthereasonablefactorofKrashen'ssecondlanguageacquisitiontheory,withcommunicationasthecoreofKrashen'ssecondlanguageacquisitiontheoryinEnglishteachingpracticeforopenedthenewperspective,alsocompletecurriculumimplicatetheministryofeducationforEnglishlearningrequirements.1.OverviewofKrashen’sSLATheoryKrashen’sSLAtheoryisacomprehensiveone,consistingoffiveinter-relatedcentralhypotheses:theacquisition-learninghypothesis,thenaturalorderhypothesis,themonitorhypothesis,theinputhypothesisandtheaffective-filterhypothesis,withinputhypothesisasthecore.1.1AcquisitionandLearningHypothesisKrashenassumedthatsecondlanguagelearnershavetwoindependentwaysofdevelopingtheknowledgeofasecondlanguageacquisitionandlearning.BotharetechnicaltermsintheMonitorTheory.Thefirstwayislanguageacquisition,aprocesssimilar,ifnotidenticaltothewaychildrendevelopabilityintheirfirstlanguage.Languageacquisitionisasubconsciousprocess;languageacquirersarenotusuallyawareofthefactthattheyareacquiringlanguage,butareonlyawareofthefactthattheyareusingthelanguageforcommunication.Theresultoflanguageacquisition,acquiredcompetence,isalsosubconscious.Wearegenerallynotconsciouslyawaretherulesofthelanguagewehaveacquired.Instead,wehavea“feel”forcorrectness.Grammarsentences“sound”rightor“feel”right,anderrorsfeelwrong,evenifwedonotconsciouslyknowwhatrulewasviolated.Otherwaysofdescribingacquisitionincludeimplicitlearning,informalearning,andnaturallearning.Innon-technicallanguage,acquisitionis“pickingup”language.Thesecondwaytodevelopcompetenceinasecondlanguageisbylanguagelearning.Wewillusetheterm“l(fā)earning”henceforthtorefertoconsciousknowledgeofasecondlanguage,knowingtherules,beingawareofthem,andbeingabletotalkaboutthem.Innon-technicalterms,learningis“knowingabout”alanguage,knowntomostpeopleas“grammar”or“rules.”Somesynonymsincludeformalknowledgeofalanguageorexplicitlearning.Krashenbelievesthattheknowledgelearnedthroughlearningcannotbeinternalizedasknowledgeofacquisition.Theacquiredsystemisusedtoproducelanguage.Theacquisitionsystemgeneratesutterancesbecauseinproducinglanguagelearnersfocusonmeaning,notonform.Thelearnedsystemservesasaninspectoroftheacquiredsystem.Itcheckstoensurethecorrectnessoftheutteranceagainsttheknowledgeinthelearnedsystem.1.2NaturalOrderHypothesisAccordingtoKrashen,itisCorderwhofirstproposedthishypothesisin1967.Thishypothesisstatesthatthereexitsapredictiveorderforpeopletoacquiretherulesoflanguage.Simplytosay,acquirersofagivenlanguageacquirecertaingrammaticalstructuresorsomerulesearlierandsomelaterTheorderisthesameregardlessofinstruction.ThenaturalorderwasdeterminedbyasynthesisoftheresultsofthemorphemeorderStudiesandisaresultoftheacquiredsystemwithoutinterferencefromthelearnedsystem.1.3MonitorHypothesisThishypothesisconcernshowacquisitionandlearningareusedinsecondlanguageperformance.Krashenholdsthatouracquiredcompetenceguaranteesustohavetheabilitytoproduceutterancesinanotherlanguage.Thelearnedsystemhasaspecialfunction—serveasaMonitor.Itcanhelpuscorrectorchangetheoutputoftheacquiredsystembeforewespeakorwrite.Learnerswhousetheiracquiredknowledgetosay“Heisgoing”cancheckagainsttheirlearntknowledgewhether“he”istheappropriatepronounwhetherthepresentcontinuousistheappropriatetense,whether“is”shouldagreewith“he”,andsoon.However,theMonitorcannotbeusedatallthetimes.TherealapplicationofMonitorneedsthreeconditions:1)Time:Learnersneedsufficienttimetothinkaboutandusetherulesavailabletothemeffectivelyintheirlearnedsystem.Formostsecondlanguagelearners,normalconversationdoesnotallowenoughtimetothinkaboutanduserules.2)Focusonform:Althoughtimeisnotenough,onemustalsofocusonformorthinkaboutcorrectnesswhenheusesthelearnedknowledgeEvenwhenwehavetime,wemaybesoinvolvedinwhatwearesayingthatwedonotattendtohowwearesayingit.3)Ruleknowledge:Inordertousetherules,thelearnerhastoknowthem.Thatistosay,onehastohaveanappropriatelearnedsysteminordertoapplyit.1.4InputHypothesisTheInputHypothesisiscentraltoKrashen’sSLAtheories.First,attemptstoexplainhowwedoacquirelanguage.Krashengivesus“Humansacquirelanguageinonlyoneway—byunderstandingmessagesorbyreceiving“comprehensibleinput”.Thatistosay,languageacquisitiondependsontryingtocomprehendwhatotherpeoplearesaying.Thelearnershouldfocusonmeaning,butnotonform.Ifalearnerhearsameaningfulspeechandmakeseffortstounderstandit,acquisitionwilloccur.Ifalearnerconcentratesontheformsoflanguage,thenacquisitionwillfail.Second,italsoattemptstoexplainhowalearnerprogressesinacquisitionKrashenprovidesuswithamodellikethis:“Weprogressalongthenaturalorderbyunderstandinginputthatcontainsstructuresatournextstage—structuresthatareabitbeyondourcurrentlevelofcompetence.”Supposethecurrentlevelis“i”,thenextstageshouldbe“i+1”(stageablebeyondthecurrentlevel).Learnerscanunderstandlanguagecontainingunacquiredgrammarwiththehelpofcontext,includingextra-linguisticinformation,knowledgeoftheworld,andpreviouslyacquiredlinguisticcompetence.1.5Affective-FilterHypothesis“Affectivefilter”isamentalblockthatpreventsacquirersfromfullyutilizingthecomprehensibleinputtheyreceiveforlanguageacquisition.Thatistosay,inordertoaccomplishthetaskofacquisition,comprehensibleinputisonlyanecessarycondition,butitaloneisnotsufficient,theacquirerneedstobe“open”totheinput.Peopleshouldnotputtheacquirer“onthedefensive”,becausewhentheaffectivefilterisup,theacquirermayunderstandwhathehearsorreads,buttheinputwillnotreachthelanguageacquisitiondevice.Thisoccurswhentheacquirerisunmotivated,lacksself-confidenceorfeelsanxious.Theeffectivewaytolowertheaffectivefilteriseithertomakehimcarenothingaboutthefailureinlanguageacquisitionortoconsiderhimselftobeapotentialmemberofthegroupusingthetargetlanguage.TheabovearethefivefamoushypothesesinthefieldofSLA.Krashenstated:Wecansummarizethefivehypotheseswithasingleclaim:peopleacquireasecondlanguageonlyiftheyobtaincomprehensibleinputandiftheiraffectivefiltersarelowenoughtoallowtheinput‘in’.Whenthefilteris“down”andappropriatecomprehensibleinputispresented,acquisitionisinevitable.2.CurrentSituationandMainProblemsofEnglishReadingTeachinginSeniorHighSchool2.1Students’CurrentSituationandMainProblems2.1.1UnfamiliartoVocabularyandGrammarVocabularyisthekeytothereading.Themainproblemofreadingisthevocabularyanditssignificance.Thesmallvocabularycannotexpandthereadingquantity,narrowtolexicalmeaning'sunderstanding,soitwillhavedifficultytocomprehendauthor'struemeaning.Therefore,vocabularyhastheimportantinfluencetoraisethereadingspeedandtheunderstandingdegree.VocabularyisthebasicknowledgeofEnglishlanguage,eventhebasicknowledgeandpremiseofEnglishreading.Students’biggestobstacleissomanynewwordsthatmakereadingdifficult.Whenstudentsdoreadingexercises,iftheymettoomanynewwordswilllosetheirreadinginterestandconfidence.Visiblevocabularyshortageinreadingisthemainproblem.Manystudentswillanxiouslywhentheymeetthenewword,evenworryaboutthattheycouldnotunderstandtheentirechapterarticle.Indailyreadingprocess,thestudentwillalwaysmeetsomespecialsentencetypeandthequitecomplexsentences.Thiskindofsentencesshowthatthesentenceislong,thesubordinateclausesaremanyandthesentencetypeisspecial.Whenstudentsmeetlongsentences,theydonotclearsentencestructure,andcannotunderstandthesentencemeans.Encountercompoundsentence,itishardtounderstandthemeaninganditiseasytocauseerror.Eachkindofsyntaxphenomenaandabbreviationsentencehasthe,tremendousinfluenceforunderstandingthesentences.Thisindicatedthatthecomplexsentencetypehasthevaryingdegreeinfluencetostudent'sreading.Forthis,thetruereasonisthestudentcannotgraspthegrammarknowledge,cannotmakethecorrectanalysistothewholesentencefirm,thusitaffectsstudentstoholdthewholesentencemeaning.2.1.2LackofBackgroundKnowledgeInvestigation,theauthorknownthatmanystudentsmasteredalargevocabularyandacompletesetofgrammarknowledge,buttherealsowillbemanydifficultiesinreadingcomprehensionandlinguisticexpressions.Theimmediatereasoncausethesequestionsisthestudentslackofthewestculturalbackground.Therearealotofdifferencesoflanguages,national,culturaltraditionandthinkingmodethatleadtolanguagecommunicationbarrier.Thisalsobringsbarrierinreading.2.1.3LackofMotivationInterestisthebestteacherofstudy.Forhighschoolstudents,readingisoneofthemostimportantskills,butstudentsdidn'tspendenoughtimeinreading.Surveyfoundonlyabout13percentofthestudentsdidreadingatordinarytimelongerthan30minutes.InsomedegreeitshowthatstudentslackofinterestinlearningEnglish.Somestudentsthinkreadingclassatmosphereisdrabanddepressing,readingtopicsaresingle,thereforethereadingtextisnotinteresting.Somestudentsevenisjusttheobserverroleinreadingclass,theydonotwishtoattendtotheinteractionbetweenthereadingclass.Theyregardreadinginclassasthedutyandtheburden,anddonotthinkitistheoriginofrichknowledgeandinterestcultivation.2.1.4PoorReadingHabitsSurveyfoundthatmoststudentshavemanybadreadinghabits,asslowreading,fingerreading,readingaloud,heartreading,rereadandabusethedictionaryand.Somestudentsevenregardthebadreadinghabitsasgoodones.MoreoverapartofstudenthasthebeingopportunisticbadusualpracticeinEnglishstudy'sprocess,theirhopedependson“hitsattacks,holdstheBuddhafootatthelastminute”toimproveEnglishscores,haveneverrealizedEnglishstudyisalong-termaccumulationprocess.Theseproblemsareworthourattentionandthoughtful.2.2Teachers’CurrentSituationandMainProblems2.2.1OutdatedTeachingConceptandSingleTeachingModeAccordingtothesurvey，manyteachersinfluencedbythenarrowexam-orientededucation,whostillfollowthetraditionaltranslationteachingmethodforteaching.ThisapproachhadlongoccupiedinEnglishclass,whichemphasizedontheteacher'sleadingrole,butstudentsarejustpassiveknowledgereceiverandactivestudyparticipants.Teachersusea"bottom-up"wayofunderstanding,andstudentsunderstandthetextaslongasfollowthestep-by-wordway,whichcanunderstanditsmeaning.Therefore,teacherspayattentiontoexplainthevocabulary,grammarandsentencepatternsofthetext,andtheyignoretogivestudentsthetrainingofdiscourseunderstanding,appreciationandreadingskills.Asaresult,students’readinglevelincreasedevenslowly.Itprobablymakesthestudentslosttheinterestintheclassandevenreducestheirreadinglearninginitiative.2.2.2LackofReadingStrategyandSkill’sDirectionThesurveyresultinteachingpracticeshowedthatmajorityEnglishteachersneglecttheexplanationandtheinstructionofthereadingstrategyandskillsintheirteachingprogress.Investigateitsrootsthatbecausemostteachersinfluencedbytraditionaltranslationteachingandfetteredbytheteacherasthecentraleducationalmodel.Teacherstakethetextasthecarrieroftheknowledge,andcarryontheanalysisthroughsomelanguagephenomenon.Thenforexample,throughalotofboringpracticewithoutsituationtoconsolidatethelanguagegoal.Furthermore,somequalityofteachersthemselvesarenothigh,theylackofreadingstrategiesandtechniquesrelatedtheoryofmaster,andtheycannotaccordingdifferentreadingmaterialsandpurposestogivethestudentthespecificinstructionsnaturally.Itshowthatcorrectlyusereadingstrategiesandskillsisanecessarywaytoimproveone’sreadingabilityandeffective.Thereasonsledtomanystudents’poorreadingstrategiesandskills,thuswhentheyfacesomeunfamiliarreadingsubjectalwaysnothaveenoughability.2.2.3NeglectionofStudents’ReadingInterestSometeachersthinkevenspendalotoftimeonextensivereadingthoughinsideandoutsideclass,theresultoftheexaminationisnotsuretobeimprovedimmediately.Soinordertomakestudents"understanding"books,theteachersalwaysholdafewtextbooksfor"intensivecultivation”.Teachersputalotoftimeinrepetitionandboringpracticeofthebookknowledge.Studentsweredelineatedinlargeamountsofsimilarexercisesartificially.Withnofocusonthereading,thusteachersneglectcultivationofthestudents’Englishlanguageaccumulationandthesenseoflanguagesemantics.Someteachersnoticedtheimportanceoflanguageinput,sotheyexpandedthereadingmaterialinputduringthedailyteaching.However,infact,it’susuallyteachersfindseveralpiecesready-madematerials,andthenletstudentstofinishthemafterclassandchecktheanswersinahurry.Thiskindofteachingandpractice,getstudentsgainsomedetailsoutsidefromthereadingmaterials,otherharvestisverysmall,evenmorementionedtounderstandthetextstructure.Foralongtime,teachingwillbeverymachinery,boring,andthestudent'sinterestinthereadingwilldecreasegradually,andthenwillberestrained.2.3RelationshipbetweenTeachersandStudents2.3.1LackofInteractionbetweenTeachersandStudentsClassobservationfoundsometeacherevencannotcalloutstudent’snameintheclass.Itisnotdifficulttoimaginethatwhenateachercallastudent"who",whatpsychologicalresponsethestudentwillbe.Teacher-studentrelationshipapathyhasseverelyaffectedtheteachingeffect.Manystudentsthoughtthemselvestobeneglected,sotheirmannerwillbeverynegativewhentheyattendtheclass,donotharasstheclassroomdisciplineismaybealuckything,evenmorementionedtheywillsaysomethingthatcoordinatedwiththeteaching.Alsosomestudents,becausetheirstudyisnotgood,willfeelinferiorortheanxiousmoodisthick,inaddition,theteacherhasnotbeenabletounblockpromptly,thusthiscreatestheviciouscirclewhichresultmorestudentsnotwillingtostudy.Goodteachersandstudentssentimentisthekeytosuccessfulteaching,soemotionalcommunicationbetweenteachersandstudentsisimportant.Teachersshouldunderstandthestudent'slearningattitude,withtargetsandplansfortalkingwiththeirstudents.Teacherstrytoknowtheirview,requirementsandfeelingsinteaching.So,theteachercanunderstandthestudents'Englishlearningpsychologicaldevelopment,itwillhelpteachersmakethecorrespondingadjustmentinpresent'steachingaccordingtothestudentsituation.Thus,teachersandstudentswillcoordinatewithnodifficult;andthestudentswilltakepartintheclasspositively.Atthesametime,theteachershouldcreateopportunitiesforstudentsindifferentlevelstogetthemparticipateinclassroomteachingactively,trytotrainthestudents'readingmethodsandimprovethestudents'readingandcomprehensiveabilityinusingEnglish.2.3.2LackofStudent-center"EnglishCurriculumStandard"pointedoutthattheteachermustguidethestudenttodeveloptheindependentlearningcapabilityconsciously,makestudentsbecomestudycenter.Thatistosay,teachersshouldchangetheirroleinteaching.Teacherisnotonlytheimpartperson,butalsoshouldbecomethepromoter,directorandhelpertostudents.Theinvestigationdiscoveredthatthepartialstudentshavethegreatlystrengtheneddependencetoteacher.Teachersmanagetightly,thentheresultprogressesquickly,otherwisebogsdown,evenregresses.Thatshowedthestudenthaveplayedthewrongroleintheclass.ThisprobleminEnglishteachingisalsonotallowtoneglect.Thestudent'slearningandpersonaldevelopmentprocessisautonomouslearning,activedevelopmentprocess,ratherthanpassiveacceptance,processedshapingprocess.Thetraditionalteachingmethodbasedonteacher'steachingasthemainbody,studentsjustpassiverecipients.Suchsituationhasexistednow.Thelearneristheknowledgeconstructor,andtheirknowledgeconstructionactivityisdecidingtheteachingeffectdirectly,therefore,theyarethelearningprocessmasters.Inshort,thestudentisthecenterinthewholeteachingactivity.Inclassprocessteachersshouldbreakthetraditioneducationalmodelwhichtreatstheteacherasthecentral,trytoarousestudents’theenthusiasmandtheinitiativeasmuchaspossible.3.ApplicationofKrashen’sSLATheorytoEnglishReadingTeachinginSeniorHighSchool3.1ConstructionofSLAEnvironment3.1.1ChangingtheTraditionalTeachingConceptThereisnobestteachingmethod,onlythemoreappropriateteachingmethod.JudgingbytheMarxistDialectics,newteachingmethodhasgoodside,butalsoithastheshortage,andtheoldteachingmethodhascertainlyinopportuneoneside,butalsohastheessence.Thereforeourteachermustfirstsetuponekindofcorrectteachingidea:Teachersshouldstrengthentheirownqualities,researchteaching,andinnovationteachingconcepts,trytomakeachangefrom"Englishteaching"to"Englisheducation”,teachersshouldtransformthesimplelanguagelearningtolanguagequalitiestraining.Englishcurriculumstandardsuggested,proposedspeciallythattheteachersmustimprovetheirownqualityunceasingly,mustachievethedevelopmentwiththenewcurriculumsynchronizationatthesametime.Teachersmusthavethesenseoflifelonglearningandability,trytoadapttotherequestofsocialdevelopmenttotheteachers'professionalability.Firstofallteachersshouldstrengthenlearning,masteralotofteachingtheories,andmakeanall-outeffortintransformationofeducationidea.Theyshouldstudy“EnglishCurriculumStandard"earnestly,andachievetherenewalidea,andgraspthemoderneducationidea.Secondly,Englishgroupofbackboneteacherstaketheirresearchsubjectcoachingpublicclass.Teacherschangetheteachingideaisfoundationtobuildasecondlanguageacquisitionenvironment.3.1.2CreatingNaturalCommunicativeEnvironmentKrashenemphasizedtheunconsciousprocessoflearningtoacquirelanguage,whichcanonlyberealizedinthenaturalenvironment.Overalongperiodoftime,China’sforeignlanguageteachingtakesup“theteacher-centered”teachingmode.Traditionally,weusuallytakethetheoriesofbehavior-psychologist,“objectivestimulationandreinforcement”,asthedirectionandbelievethatstudentsshouldfollowwhatandhowtheteacherstaughtthem.Butteacher-centeredteachingmodecannotconformtothedevelopmentofoursociety.Theteachersshouldrealizethat:learningisaprocessofactiveconstruction.Learnersdonotaccepttheoutsideinformationpassivelybutactivelytonoticeandchoosetheoutsideinformationaccordingtotheproceedingcognitivestructureandconstructthemeaning.Soteachersshouldarousethestudents’creativitiesandmakethemtakepartintheclassactivities.WhenIhavealesson,Iusuallychooseatopic,relatedtotheteachingcontentandwhichattractsthestudentstoaskthemtotakepartinthediscussionsoastochangetheirpositionfrompassivenesstoactiveness.Thenasktwostudentstohaveaspeechinfontoftheblackboardtoimprovetheirspeechcompetenceinpublic.Becausepeoplerealizethatthelearners’decisivefactoroflearningisLADinsidewiththedevelopmentofpsycholinguistics.Sotheauthorholdsthatteachersshouldguideandstimulatestudents’enthusiasmtoimprovetheirinterestsandmakethemstudyactivelyandtakelearningasaninterestingworkbutnotaburdentogettheaimofimprovinglearningeffects.3.1.3CarryingoutaVarietyofClassActivitiesTheteachinggoalisthecoreandsoulofclassroomteachingintheteachingactivities,whichhasadirectionalfunction.Itlimitstheoperationofclassroomteaching,anditisveryimportanttoensuretheeffectivedevelopmentofclassroomteaching.Teachersshouldaccuratelygraspingteachingmaterials,includingthepositionandfunctionsoftheemphasesanddifficultiesofthetextbooks,etc.Teachingtargetsettingshouldcomplywiththestudent'sreality,anditshouldhasmultipleandoperability.Therichandcolorfulactivitiesinclassistoattractstudentslearnbetterbyanymeansnecessary，soinEnglishreadingclasswecanfollowtheteachinggoaltodevelopsomeactivities.Forexample:Model4“HowDaisylearnedtohelpwildlife”(Book2forseniorschoolstudents)Itisareadingtext.Afterthetextexplaining,teacherscandesignRole–Playactivity.Firstteacherask,whatwouldyousaytohumanbeingsifyouwereoneoftheanimals?Thenstudentsroleintheanimalstheywanttobeandusingkeyvocabularyandsentencepatterns.Studentscouldchooseonekindanimaltheylike,thenimaginethemselvesastheanimal,thentheyplayasit.Teachersshouldplaythedifferentpicturesandvediosbypptandmedia.Thisactivi