1. Guided Learning Mode:

1) It distinguishes itself from the traditional learning mode, where teachers guide children to learn American English through the platform.

2) It guides students to engage in self-directed learning through the platform, emphasizing "listening carefully and speaking along."

3) It plans learning paths for students that align with their foundational knowledge and schedules daily family game activities.

4) Apart from completing the scheduled family game activities, it encourages students to explore other areas of the platform based on their interests.

5) It nurtures students' interest in learning, monitors, and encourages them to consistently dedicate a certain amount of time to learning each day, aiming for over 150 minutes of platform interaction per week.

2. Online Interaction:

1) Through social platforms like WeChat, it conducts collective oral interaction exercises with students centered around the themes of family game activities.

2) It guides students in the proper use of materials within the platform, ensuring standardized operations with different types of resources.

3) On one hand, it deepens students' understanding of the content, and on the other, it provides opportunities for students to practice output.

4) Small-group oral interaction exercises can also help train children to think independently and foster teamwork.

5)Guiding students.

6) Students share learning videos, and their methods of material operation are checked for correctness, ensuring they are "listening carefully and speaking along." Videos are reviewed, encouraging and reminding students to maintain correct operations.

7) Sharing videos of interactions between students and parents, encouraging parents to engage in appropriate family conversations with their children.

8) Curating outstanding video clips for sharing, encouraging more students to actively participate, and motivating more parents to communicate with their children.

9) Using video clips to assess students' comprehension and mastery of platform content.

3. Offline Communication:

1) Organizing on-site theme-based activities, such as competitions based on platform game materials and shared readings of books.

2) Promoting online communication between coaches and parents regarding platform learning progress.

3) Engaging in scenario-based interactive communication related to students' stage-specific platform learning content.

4) Students presenting platform materials in person, providing targeted guidance and communication.

1. Students use the ABCmouse. platform.

2. Dadi-coach provides students with tips on using the platform.

3. Dadi-coach provides instructions on using various materials.

4. Dadi-coach answers questions and provides feedback on students' platform usage.

5. Dadi-coach encourages students.

6. Communicate with parents and guide them to use Dadi's Chat-GPT for online Q&A.

7. Meet regularly to build trust.

1. Feedback on platform usage.

2. Guiding interest levels.

3. Encouragement for online duration.

4. Communicating with parents to understand their preferences, whether it's cultivating rhythmic skills, recitation skills, or international skills. If it's recitation or international skills, students are provided with exclusive PADs as learning tools.

5. Encouraging parents to engage in Family Chat with students.

6. For those with English proficiency, engaging in appropriate oral interactions with children around the themes of family game activities.

7. Encouraging students to organize activities for outputting their achievements, fostering a sense of accomplishment.

1. Coaches can be individuals, following the A+N model.

2. Coaches can also be organizational leaders (including kindergartens, training institutions, infant centers, or childcare support centers), following the 1+A+N model.

3.When coaches themselves are not proficient in English oral interactions, they can seek assistance from N (assistants) to support their work.