HIST SENIOR SCHOOL Years 10 & 11
Bulletin 2, Weeks 3 and 4, Semester 1,
Dear Senior School Parents and Families,
Learning English as a Second / Foreign Language
In schools all over the world the learning of English as a foreign language is seen as one element in creating successful global citizens, ready for work, leisure and business in any part of the world. This has created opportunities as well as additional pressure for children in all sectors of society.
An important goal of any curriculum is to enable children to learn how to learn, and to develop an appreciation of the value and practice of lifelong learning. Instilling a love of learning that will remain with the child through all stages of formal education is also a goal and one which will express itself in an enquiring mind and a heightened curiosity.
Year 11 students scaffolding paragraph order
Year 11 Students_collaborative task
We are not into the 4th week of semester 1 and it has been very encouraging and uplifting to observe how hard students have been working. Focus on descriptive paragraph writing and presentation skills encourages collaboratively working and supporting each other to achieve assigned tasks. Presentation skills and the continual focus on reading, listening, vocabulary and grammar enhances the students’ well-rounded ability to confront all tasks feeling empowered and confident.
Year 10 and 11 ESL Teacher
Year 11 ESL students have been looking at ways to communicate, especially using computers, iPads and mobile phones. Vocabulary has included terms about how to connect online to access global learning through forums, blogs and social media. The first conditional in grammar helps students to understand that ‘if we study hard, we will lift up our hearts and be able to fly high!’
Year 10 and 11 ESL Teacher
Using the Common European Framework of Reference for Languages (CEFR)
The CEFR provides a comprehensive set of progressive learning objectives for learners of English as a Second Language. The curriculum frameworks are divided into five strands: Reading, Writing, Use of English, Listening and Speaking. In line with the CEFR, learning outcomes in each strand for each successive stage are defined in terms of what learners should be able to do in English. This framing of learning objectives as a progressive can-do sequence should encourage the use of learning-centred, activity-based approaches by teachers in the implementation of the curriculum frameworks.
‘Interlocutor and candidate’
‘Students practicing with their scripts’‘学生们进行台词练习’
Year 10 students in the 5 + 5 + 3 stream training for the PET speaking parts 1 and 2. Students were tasked to simulate a PET speaking exam after they watched a video of students sitting a live PET Speaking exam: one student acted as the interlocutor and the other students answered the questions as a candidate. ‘’Sometimes being the teacher is a valuable way for students to learn.’’
Year 10 ESL Teacher (5+5+3 Programme)
The 5 ESL + 5 Speaking and Writing + 3 Grammar and Vocabulary programme allows students to focus on progression in their English level and to support their VCE and elective subjects. This programme follows the ‘I do, We do and You do,’ where, at all levels, we encourage collaboration in working together and critical thinking and analysis.
Reports will continue so parents and families continue to work with us in progressing each student’s English level with the aim of improved VCE results.
At Haileybury, every child matters, every day.
Cheryl Ann McKenna
Head of English as a Second Language Programme
Haileybury Tianjin International School