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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. 5 

天津黑利伯瑞国际学校

高中部英语组校报                        

2018 -19学年,第1学期,第10/11周,

第五期校报 2018年11月9日     



Dear Senior School Parents and Families,

亲爱的家长们,


One of the cornerstones of teaching English as a Second Language (ESL) is introducing students to topics which are relevant to future educational and career goals, life skills and life-long learning. Recent topics include training and qualifications starting with focus on vocabulary, talking about difficult situations and problems and how to express oneself through speaking and writing. A safe forum (the classroom) allows students to talk about their hopes, desires and even fears. Expressing oneself is not something that is often visible among young people, but we encourage and foster this type of dialogue as healthy development.


英语教学的重要内容之一是向学生介绍与未来教育和职业发展目标、生活技能和终身学习相关的话题。我们最近练习的话题包括职业培训和资格等方面,从学习词汇开始,接着讨论学习中的重难点,同时还包括如何通过口语和写作来表达自己的观点。一个安全的研讨环境(教室)允许学生谈论他们的理想、愿望甚至恐惧。勇于表达自己的想法这一行为在青少年中并不常见,但我们鼓励这样的方式,以促进学生的健康发展。


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An additional foundation of the ESL programme is collecting and analysing data through formative and summative assessments and monitoring and coaching the students on a class-by-class basis. Data drives the teaching direction as it informs the teacher of the student’s strengths, weaknesses and perhaps interest. As teachers follow the curriculum and develop a syllabus, they are also expected to enhance their students learning by adjusting the syllabus to suit the particular needs of individual students and their class. In addition, students would rarely be competent equally in all four skills, so it is usual that a student may be higher in speaking and writing than say listening and reading (as is the case with many of our students). On a biweekly basis, students are tested formally at their level for reading, writing, grammar and vocabulary. All grades are collected for the whole department where they are used for analysis by individual teachers and the ESL department.


ESL课程的另一个基础是通过形成性测试和总结性评估来收集并分析数据,然后逐级监控和辅导学生。使用数据来指导教学方向是因为通过分析数据可以获知学生的长处、弱点和兴趣。教师遵循课程设置并制定教学方案,同时通过调整教学方案来加强学生的学习,以适应不同学生及班级的不同需求。此外,学生很难在四种技能上都具有同等的能力,一般说来,学生在口语和写作方面可能比听力和阅读更好,我们的许多学生也是如此。通过两周的学习和练习,学生在阅读、写作、语法和词汇方面也进行了测试。考试结束后,教师会收集所教班级的成绩进行分析。


In the case of one particular year 11 class where the results of the biweekly assessments have shown that students are stronger in speaking and writing than reading & listening, the teacher has been focusing on practice tasks appropriate to improving those skills. For example, students often have trouble identifying relevant passages if the vocabulary in the questions are different than in the text. For students to learn this skill/strategy, they learn how to identify keywords in questions and relate them to the vocabulary in the text. Predicting content by examining pictures and titles of the text is another comprehension strategy which is important for developing listening and reading skills.


11年级的双周评估结果表明学生在口语和写作方面比阅读和听力方面更强,教师一直把注意力集中在提高这些技能的练习任务上。例如,在阅读理解中,学生对于识别文中生词和所问问题生词不同这个方面有困难,通过学习如何识别关键词和他们在文章使用的词汇,学生掌握了相应的技巧和策略。通过对文本的图片和标题来预测内容是另一个阅读理解的策略,这对于提高听力和阅读技能是非常重要的。


In another year 11 B1 and B1+ level class, students can be seen actively working in their groups on a narrative essay. The main focus of the work has been on the outline, structure and content which includes introductions, sentence starters, appropriate grammar and mapping stories using a sequence graph to guide and inform them. The primary objective of this exercise is to assist students in putting into practice the skills they have learned by analysing the language and skills required for writing a narrative essay. This type of activity promotes critical thinking and teamwork skills which students can use in their academic and working lives in the future.


对于11年级B1和B1+水平的学生来说,我们可以看到他们在小组活动中积极认真地进行叙事类型作文的练习。近两周的教学重点是写作的大纲、结构及内容,还有语法结构的准确性,这不仅体现在每一个句子的写作上,更体现在语法结构在整篇文章中运用的准确性。我们在教学中运用了序列图的教学方法,让学生通过描绘自己所写故事的序列图来培养他们的逻辑能力,并在其中注重语法结构的训练。这个练习的主要目的是帮助学生进行语言和技能练习的同时,把他们所学到的东西运用到实际的写作中去。通过这种类型的课堂活动,极大地促进了学生批判性思维和团队合作的能力,并为他们以后的学习和工作奠定了良好的基础。


At the end of every unit, review activities are necessary to consolidate knowledge learned. In the particular ESL class (above), students participated in a competition involving their quick recall knowledge as well as testing their strategic thinking skills. They were formed into groups of three with the goal of accumulating the most points possible by answering 10 questions at varying levels of difficulty: 4 easy, 3 medium, 2 hard and 1 impossible. If a correct answer was given, points were added while an incorrect answer resulted in a deduction of points. The higher the difficulty, the greater the number of points were rewarded or subtracted. In order to win, students had to think very carefully and answer with caution (to ensure they did not lose points).


我们在每一个单元结束的时候,都会进行复习,这对于巩固知识是十分必要的。在本周的英语课上,学生参加了一个包括快速回忆知识和测试思维能力的竞赛。他们被分成三组,目的是通过回答10个不同难度的问题来积累尽可能多的分数:4个容易的,3个中等难度,2个较难难度的,还有1个非常难的。如果给出正确答案,则增加分数,反之则减分。难度越大,奖励或减分越多。为了赢得比赛,学生们必须非常认真仔细地思考,并谨慎地进行回答(以确保他们没有丢分)。


The result of the competition was two teams with the same score. The students were involved in a dynamic learning experience where they were motivated to check their textbooks and notes for the correct answers to the questions. Games and competitions for all age groups, are an important technique in encouraging learning with the added incentive where ‘winning’, not just playing the game is encouraged (similar to life). As students grow and develop, they need to decide what ‘winning’ is for them, as it is different for all people.


比赛的结果是两个队得分相同。学生们通过这样的活动,参与到了一个动态的学习体验中,并促使他们去复习所学内容,以寻找问题的正确答案。设计适合每一个年龄段的课堂游戏,是很重要的一种教学方式,可以鼓励学生学习并给予额外的奖励,其中的“赢”,不仅仅是玩游戏更是鼓励(与生活中的鼓励类似)。随着学生的成长和发展,他们需要决定什么样的“胜利”是他们想要的,因为这对所有人来说都是不一样的。


For the year 10’s, at the beginning of each unit, students study the vocabulary in the unit and additional vocabulary from the PET for Schools practice exams. As student’s progress to higher English levels, vocabulary increases along with building connections between words in different grammatical structures. Vocabulary is remembered more easily in context so producing speaking dialogues along with writing where they can practice speaking and remember the sentence structures are more enjoyable as they are putting into practice the grammar and vocabulary which they have learned. Reading, listening, speaking and writing are more natural once students have a grasp of vocabulary per topic and the grammar to support the skills. Students like to be creative, so this system gives them an opportunity to use their creative side in communication.


在10年级教师讲授并练习每一个单元,并在教学过程中专注于所有的技能和语言水平的训练。在每个单元开始时,学生学习该单元中的词汇和来自PET考试的附加词汇。随着学生英语水平的提高,词汇量也在不断增加。词汇在上下文环境中更容易被记忆,所以在写作的同时进行口语练习,通过让学生练习所学的词汇和语法来进行强化和巩固。一旦学生掌握了每个话题的词汇和语法,阅读、听力、口语和写作就更得心应手了。学生喜欢创造性的活动,所以这个体系让他们有机会在交流中发挥他们有创造性的一面。


For example, recent topic were money and household items. For students to be able to progress to higher the English levels, they need to build a foundation in general vocabulary with what they are familiar with and grammar structures such as the ‘be verb’, present simple, past simple, past continuous, using verbs, adverbs, comparatives and superlatives and in an order which they would naturally learn comparative and superlative.


例如,最近学习的话题是金钱和家庭用品。为了提高学生的英语水平,他们需要在已知词汇中运用已学的语法和构词知识,建立一系列的相关词汇体系,如“be 动词”、它的一般现在时、过去进行时,正在进行时、与之对应的动词、副词、比较级和最高级等,建立起一个词群。此外,用一种学生能够自然习得的顺序进行比较级和最高级的学习和练习。


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We continue to put the welfare and 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

11/09/2018