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【家长信】黑利伯瑞致高中生家长的一封信

【家长信】黑利伯瑞致高中生家长的一封信

HIST SENIOR SCHOOL Years 10 & 11 ESL BULLETIN No. 6 

天津黑利伯瑞国际学校国高部英语组校报                                      

2018 -19学年,第1学期,第12/13周,第六期校报

2018年11月23日     


Dear Senior School Parents and Families,

亲爱的家长们,

 

The task-based approach to learning and teaching has attracted a lot of attention over the past twenty-five years, where the focus of classroom activities is on the task, and ultimately on meaning. At Haileybury, as we focus on the ‘I do, We do, You do’,there are times when students need a freer experience to learn the target grammar point. 


25年前,教育学家和语言学家开始关注于任务型学习与教学。课堂活动的焦点是课堂任务。今天,在黑利伯瑞,我们专注于“我做,我们做,你做”这一教学策略,学生需要更自由的体验来学习语法点等。


For year 11 students, teachers been creatively covering ground rigorously in the ESL and Vocabulary and Grammar classes with the conditional tenses, the focus areas being the first and the second using different methods to achieve the purpose of understanding and use. For one class, two different types have been introduced via two popular songs, one from mainstream pop,Count On Meby Bruno Mars, and the other,Time In A Bottleby Jim Croce, which was tied to an extremely popular scene from a recent X-Men movie.

 

在近两周的学习中,11年级的学生在老师们创造性的课堂中理解并学会了使用虚拟条件句等语法点----第一条件句和第二条件句。在讲授这两个语法点时,教师采用了不同的方法使学生达到理解和使用的目的。在一个班级里,教师分别介绍了两首不同类型的流行歌曲,一首是主流流行歌曲,布鲁诺·马尔斯的《依靠我》,另一首是吉姆·克罗斯的《瓶中时间》,这来自最近一部电影X战警中的场景,通过这种方式让学生更好更有兴趣地学习语法点。


Students listened to the songs at first to acclimatize to the theme and flow, and then the teacher noted basic grammatical differences between the two on the whiteboard. The next step was for students to pay greater attention to detail with a gap-fill handout of the song lyrics where the conditional use of the verbs had been removed. Another session in listening carefully to the lyrics allowed them to zone in on the differences and start to differentiate between the appropriate usage of each; either in real or unreal situations. 

 

学生先听歌曲以适应主题和连贯性,然后老师在白板上指出这两首歌的语法差异。接着,让学生通过填空练习来加强对细节的关注和语法练习。另一节课则是在仔细聆听歌曲的情况下,允许他们把注意力放在不同的地方的语法运用,并开始区分每个词的适当用法,无论是在真实还是虚拟的情形下。


Following that, board work and ppt presentations covered the structures and the students had opportunities in review, correcting and following.


与此同时,教师的板书和ppt也涵盖了语法结构,以便学生可以更好地进行复习、纠错等。

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In another example, a classic activity was used where students had to imagine they were stranded on a deserted island and had to choose 4 items from a list which they would need in order to survive.


在另一教学案例中,教师使用了一个经典的课堂活动,在这个活动中学生要想象他们被困在一个荒岛上,随后学生必须从已给出的列表中选择4个使他们生存下去的选项。

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Below are some examples written by the students using the second conditional form: 


以下是学生使用第二条件句自己造的句子。

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This tied in with the week’s focus on the conditional tense, specifically the second conditional tense, which students have difficulty in understanding because conditionals do not exist in the Chinese language. In general students do not recognize the difference between sentence 1 and 2 below:

1.If I get rich, I will buy a house (a real possibility).

2.If I got rich, I would buy a house (not likely to happen).

 

这与本周所学的虚拟时态,特别是第二种条件句紧密相连,因为汉语中不存在条件句这一时态,所以学生很难理解第二种条件时态。一般来说,学生比较难以区分下面第一句和第二句之间的差别:


1、如果我有钱,我会买房子(一种真正的可能性)。

2、如果我有钱,我会买房子(不太可能发生)。

 

In these example, by using authentic situations (or highly improbably situations, in this case) in teaching, students are able to apply textbook knowledge in reality. 

 

在这些例子中,通过在教学中使用真实的情境(或者非常不可能的情境,例如本例),学生能够将课本上的知识应用于实际。


Mr. Leung


The advantage of the task-based approach, is that during the task the students are allowed to use their first language (Chinese), freeing them to focus entirely on the meaning of their message. To summarise, students begin by carrying out a communicative task, without specific focus on form. After they have done the task, they report and discuss how they accomplished this and at the end, there is a specific focus on features of language form. This makes it closer to a real-life communicative situation.


任务型教学法的优势在于,在任务过程中,允许学生使用他们的第一语言(汉语),使他们完全专注于语言信息的含义。总而言之,学生从完成一项交际任务开始,没有特别关注形式。在他们完成任务之后,他们汇报并讨论是如何完成这个任务的,最后,再关注语言形式及细节的特征。这样有助于更接近现实生活中的交际情境。


Focus on learning in Vocabulary recent themes have been Education, Animals, Insects and School Life which is supporting students in building their foundation for B1 progression.

 

另外,关于词汇的学习,最近的主题是教育、动物、昆虫和学校生活,这将为学生B1水平的学习奠定基础。

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In other year 11 ESL classes, the topics covered in the Eyes Open 4B Book, were Cultural Celebrations and The Weird and The Wonderful. Recently, a class was engaged in all types of old myths and legends through brainstorming as a class and individual students choosing their own creature to do a brief write up and using phrases as a new unit of learning. This is important.


在其它11年级的英语课上,我们使用的教材中涉及的主题是“文化庆祝”和“奇异与精彩”。有的班级进行了各种古老的神话和传说头脑风暴活动,每个学生选择自己想写的某一方面,使用本周所学词汇进行简短的写作,这样的方式是很重要的。


In a year 11 Speaking and Writing class, the focus these past weeks has been on narrative writing, as in writing a story structure with specific phrases used to space out the story and give it sequence and order. Students have experimented with the use of questions, onomatopoeia, setting descriptions, and dialogue to draw the reader’s attention to the introduction using hooks, grabbers or lead ins, the middle and the end. Structure is very important to a student’s life and when lessons and learning are structured, they can achieve greater success in their academic life.


在11年级的口语和写作课上,近期的重点是叙事类体裁的写作,例如在写一个故事结构时,用特定的短语把故事分隔开来,然后按照事情发展的顺序进行构思。学生已经尝试使用提问题、拟声词、描述和对话等方式来吸引读者的注意,使用不同的方式层层引人入胜。结构对学生的生活很重要,当课程和学习被结构化、有条理时,他们可以在学术中取得更大的进步。

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For year 11 students who are progressing to an upper-intermediate level of English, B2 on the Common European Framework, (IELTS 6.5 for university entry level), they have been practicing speaking part two, where they speak alone for two minutes on a topic given by the teacher. They have only one minute to prepare so they are learning and practising note-taking, finding key words, details and ideas, using their notes to guide their talk and using phrases to maintain continuous speaking. To achieve more authentic situations, students are engaged in different class activities, for example role play competitions, where they practise and perform in front of the class. Short speeches practiced in public where eye contact and using body gestures is a useful way to help students improve their speaking skills.


11年级的部分学生,在欧洲共同语言框架下的B2(大学入学雅思考试6.5)学习中,近期一直在进行口语第二部分的练习,这个部分的考试主要就老师给出的话题进行两分钟的回答。在回答问题之前,他们只有一分钟的准备时间,在这期间他们可以简单地记一下笔记,因此他们正在学习和练习如何记笔记,例如寻找关键词、细节和他们的想法,运用一些短语,然后用笔记指导他们对问题的回答。为了达到更真实的情境,学生参与了不同的课堂活动,例如角色扮演比赛,他们练习结束后在班里进行模拟考场表演。另外,目光接触和身体姿势可以帮助学生提高说话技巧,在这个活动中他们也进行了演讲技巧方面的练习。


Some teachers give awards which help students build confidence and improve their skills. 


一些老师会给予学生奖励,以此来帮助学生建立信心,提高他们的技能。

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Other notable features of students practicing for the IELTS exam is understanding the importance of the cultural aspects of reading and listening. As students will be exposed to many different cultural experiences for study, travel and work, exposure to life situations in foreign countries is considered in their learning as well as for achieving IELTS scores for university entry level. For example, words such as dormice, voles, woodmice may not be important in Maths or Art, but this type of vocabulary will occur in listening and reading exercises and in IELTS exams. Our student’s ability to work around and gain the skills to figure out complicated questions with this ‘odd’ vocabulary continuously surprises us. Many students take this in stride and never give up.

 

雅思考试中另外一个显著特点是让学生理解阅读和听力中文化方面的重要性。由于学生将接触到许多不同的文化经历来进行学习、旅行和工作,因此在他们的学习中会了解并接触国外的生活,以便于取得雅思成绩后在国外进行生活。诸如睡鼠、田鼠、林鼠之类的单词在数学或美术课中可能并不重要,但是这类词汇会在听力和阅读练习以及雅思考试中出现。我们的学生能够运用这种“奇怪”的词汇,并获得解决复杂问题的能力,这让我们不断感到惊喜。很多学生在学习中态度扎实认真,从不言弃。


Ms Wang, Ms Yin and Ms. McKenna


Vigorous learning continues with year 10 students and they are divided into different teaching systems Depending on their level, students have between 5 and 13 classes of  English per week along with 5 classes of intensive EAL (in the EAL programme) per week. Some students have been working with the themes of ‘Young Achievers and Fabulous Food from the Eyes Open book, 4A. Grammar-wise, future tenses versus present tenses, predictive language, and then 1st and 2nd conditionals with ‘if’, ‘when’ and ‘unless are the focus. Students have been involved in different cultural practices and traditions around the world through very nicely delineated practices in the Discover Culture section with very well put-together videos, which give good relief to extensive grammar practice and exercises. This supports our system of international education where students are exposed to different aspects of culture from around the world. This is an important connection to studying, travelling and working in other countries. 


近期,10年级学生进行了多方面能力的训练,我们根据他们的水平差异制定了不同的教学体系,学生每周有5-13节英语课,每周有5节强化课。一些学生就课本上“青少年的成就与美食”这一主题展开了学习。语法方面,他们学习了将来时与现在时,预测性语言,以及第一和第二条件句。在文化学习方面,学生通过对文化中某一部分进行精心描绘,并结合了精心制作的视频,参与到了世界各地不同的文化实践和传统中,这使得所学语法更具有实践性的意义。同时,这不仅支持了我们的国际教育体系,还使得学生接触到了世界各地的不同文化。这也是与留学、旅行和工作等相联系的重要方面。


In order for students to have consistency in their learning, teachers work collaboratively with students following a programme on a unit by unit basis. For example, in the 5+5+3 programme, students focus on vocabulary at the beginning of each unit using Quizlet, a very useful teaching tool, to make it ‘alive’. For this current unit, technology is the focus and vocabulary and grammar are tied into what students will produce for the speaking and writing projects. Intensive focus on students embedding new information through repetition, practice and real production ensures students are retaining information and using it in situations which could be real. This focus prepares students for higher level learning as it the basis and foundation of critical thinking, analysis and creativity. By linking vocabulary and grammar to an output allows students to experience connections between the language and output. It may take 6 weeks for a student to progress from writing 50 words to 150 words but without this structure, consistency and explicit learning, students are confused and lost. This also ensures the students are receiving the same standards in teaching and assessment. 


为了让学生在学习中保持连贯性,教师和学生按照一个单元的教学计划进行合作。例如,在“5+5+3”课程设置中,学生在每个单元开始时都使用Quizlet(一个非常有用的教学工具)来学习词汇,可以活跃课堂气氛。对于这个单元来说,学习技巧是重点,词汇和语法与学生的口语和写作内容有关。通过复习、知识与实践相结合,集中关注学生新知识点的学习等,以确保学生能够将知识应用到实际生活中。这一重点为学生进行更高层次的学习奠定了基础,因为它同时也是批判性思维、分析和创造力的基础。通过将词汇和语法与语言输出联系起来,学生可以体会到语言和语言输出之间的关系。一个学生可能需要6周的时间才能使写作从50个单词到150个单词,但是如果没有这种结构,以及连贯性和明确性的目标与学习,学生就会感到困惑和迷茫。这种方法也保证了学生在教学和评估中拥有同样的标准。

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We hope these brief updates give you a view into our resources, style and philosophy of teaching. Our biggest resource is of course our students. Without their enthusiasm, motivation and drive, teachers would not be creative and able to work with such dedication and commitment t them.   


我们希望这些简短的更新能让您了解我们的教学资源、教学方式和教学理念。当然,学生是我们最大的资源。没有他们饱满的学习热情、强烈的学习动机和十足的学习干劲,教师就不会有创造性,更不能以高度奉献的精神和责任感投入到教学中去。


We continue to put the academic needs of the students first. 

我们会继续把学生的德育教育和学习需要放在教学的首位。

 

At Haileybury, every child matters, every day.

在黑利伯瑞,每个孩子的每一天至关重要。


Cheryl Ann McKenna

Head of English as a Second Language Programme 

英语项目组负责人

Haileybury Tianjin International School

天津黑利伯瑞国际学校

11/23/2018