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【家长信】黑利伯瑞致初中生家长的一封信

【家长信】黑利伯瑞致初中生家长的一封信

HAILEYBURY INTERNATIONAL SCHOOL TIANJIN                                             

Middle School Newsletter

Issue 6 , November 2019

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LIFT UP YOUR HEARTS FLY HIGH AT HAILEYBURY!

What does teaching and learning English as a Second Language (ESL) mean?


English as a Second Language is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment (it is also known as English for speakers of other languages.) That environment may be a country in which English is the mother tongue, or it may refer to specialized approaches to language teaching designed for those whose primary language is not English. At Haileybury we provide that environment.


Teaching English as a second language can be a daunting task for anyone, even for experienced and skilled teachers. ESL Teachers at Haileybury are faced with beginners of English up to reasonably proficient speakers and writers who can perform at university level. Teachers need a great deal of patience, an encouraging manner and a ‘can do’ attitude towards the students.


Like teaching any other subject, ESL teachers find that students, children and adults alike, learn at different paces or speeds and for example, some are better at speaking than writing where others are better at reading than listening. Teachers adapt to the needs of each individual student, the culture and the high learning expectations of the students, school and parents.


Although challenging, teaching a student to speak another language is extremely rewarding.

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Teaching Reading at Haileybury.

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We continue to introduce readers to teaching and learning ESL. Some people believe that the first step in reading a text is to translate each word! How else can readers understand what they read is the common attitude. This is fundamentally not true! Reading is not translation, it is the ability to think and analyze. It is also the ability to focus on the main idea and not to lose important details. Additionally, at higher levels of reading, it is the ability to collate the known for inferences about the unknown. This long journey which starts in primary school and continues into middle school requires patience with the anticipation of a whole new world opening up to the ESL learners. Students learn to remember the key points of a story for comprehension and focus on details. A variety of methods beginning with the visualisation of what the story is about to the analysis of the function of language through vocabulary and grammar. Visualization can also end a story, especially where students continue the story-line in their imagination. Some may ask, how can you teach reading by visualisation and drawing pictures? The choice of key characters, key phrase, description and context ensures comprehension and the development of the readers imagination. Is it possible to understand a text in which some of the key words are new and not comprehensible? Yes, it is possible! There are various techniques to teach the connection between language (vocabulary and grammar) and the context of the story or text to enable the learner to guess the meaning vocabulary and the story as a whole. Combining the teacher’s linguistic knowledge and experience of teaching second language learners and student’s effort they have the ability to learn to read without using a dictionary. They can perform tasks and most importantly, appreciate and enjoy a wonderful way to learn and spend time constructively by reading books!


Tianjin TV Drama Competition coming soon!

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Next week, Primary and Middle School students will be taking part in an incredible drama competition through Tianjin TV. Teachers and students are preparing 3 performances in Primary School and 2 in Middle School. Just observing their rehearsals is already incredibly interesting and rewarding. We are confident that their efforts will be noticed and appreciated!

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Updates from the Playground Project!

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The year 8 students have been working hard as the playground project continues.  We are moving closer to being able to present our plans for a new playground which includes space specifically for Middle as well as Primary School students. The project has many different parts and students have been developing a number of different skills in order to complete the tasks.  Different students have been responsible for different parts of the project.  Some of the highlights include:


Measuring! Students have been using their math and problem solving skills to measure the playground.  They are now drawing scaled plans which will be used to present the ideas and suggestions of the entire Primary and Middle School students and staff.


Surveys and information gathering.  Surveys have been created to collect information on the needs of students and staff and to expand ideas to create an exciting, adventurous and curriculum-based playground. Safe, positive outdoor environments can improve morale among students and staff, reduce opportunities for conflict and to give opportunities for imaginative play, along with just time to hang out.


The results will come soon. Watch this space!


Communication.  Senior 8 students did an excellent job of explaining the project to the Primary School students at a recent assembly and created a video which introduced the project to middle school.


Students about special projects.

The playground project

By Jack & Carol


We (Haileybury’s year 8 students) are currently working on the playground project. We are making plans to rebuild and add to the playground and make it better. We have been looking for input from the whole school, and with our support, we will put forward ideas to Haileybury’s Senior Management for final approval.


The playground project is great for many reasons. Firstly, we are doing things for the school and students, and it is a big responsibility. Secondly, the playground will benefit a wide age range of students, so we are working to satisfy many different needs, so we are learning to be warm-hearted. On the other hand, we need to work extremely hard to succeed on this project and we are learning that cooperation will make it better. In a few words, we are giving our best performance here!


To be continued……………

Wait for our next Newsletter!

天津黑利伯瑞国际学校

初中校报

2019年11月第6期


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放飞心灵

在黑利伯瑞成就梦想!

英语作为第二语言的教和学是什么意思?


英语作为第二语言是一个传统术语,用于非英语母语者在英语环境中学习或使用英语(也被称为其他语言使用者的英语)。该环境可能是一个以英语为母语的国家,也可以指专为母语不是英语的人专门设计的语言教学方法。在黑利伯瑞,我们可以为学生提供这种环境。


把英语作为第二语言教学对任何人来说都是一项艰巨的任务,即使对经验丰富、技术熟练的教师来说也是如此。黑利伯瑞的英语教师面对的从是英语初学者到拥有高水平的英语学习者。教师们需要极大的耐心、鼓励的态度和对学生极大的信任。


与教授其他学科一样,英语教师发现,无论是儿童还是成人,学习的进度和速度都不尽相同。例如,有些人的口语比写作好,而另一些人的阅读比听力好。教师要根据每个学生的需要,帮助他们达到自己、学校和家长的学习期望。


尽管很有挑战性,教会一个学生说另一种语言是非常值得的。

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黑利伯瑞阅读教学。


我们继续向读者介绍英语教学。有些人认为阅读一篇文章的第一步是翻译每个单词!大家普遍认为如果不翻译,他们怎么知道自己在读什么。这根本就是错的!阅读不是翻译,而是思考和分析的能力,也是一种专注于主旨而不丢失重要细节的能力。在更高层次的阅读中,阅读能力还是一种通过已知事物来推断未知事物的能力。在这段从小学到中学的漫长旅程中,我们需要耐心来等待一个全新的世界展现在英语学习者面前。学生要学会记住故事的要点以便于理解,并专注于细节。从通过视觉来了解故事内容到运用词汇和语法来分析语言的功能,方法多种多样。可视化也可以作为一个故事的结尾,特别是当学生在他们的脑海中续编故事情节时。有些人可能会问,你如何通过可视化和绘画来教阅读呢?关键人物、关键短语、描述和语境的选择,保证了读者的理解和想象力的发展。有没有可能理解一些关键词是新的、不懂的文本?当然,这是可能的!我们有各种各样的技巧来教授语言(词汇和语法)以及故事或文本的上下文之间的联系,使学习者能够猜测词义、推测整个故事的发展。结合教师的语言知识和第二语言教学经验以及学生的努力,他们有能力不用字典就学会阅读。他们可以独自完成阅读任务,最重要的是,喜爱和享受这种奇妙的学习方式,并通过阅读书籍来让自己度过一段有意义的时光!

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天津广播电视台科教频道戏剧比赛马上就要开始啦!

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下周,中小学生将参加精彩纷呈的天津广播电视台科教频道戏剧比赛。小学部有3部戏剧参赛,初中部有2部戏剧参赛。仅仅是观察他们的排练就已经感觉非常有趣且有意义了。我们相信他们的努力会得到关注和赞赏!

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游乐场项目最新近况!


随着游乐场计划的持续推进,相关年级学生们一直在为之努力。我们正在努力将我们的最终成果——一个新的游乐场,呈现给大家,其中包括许多空间,特别是为中学和小学设计的空间。这个项目有许多不同的部分,学生们为了完成任务,一直在学习一些不同的技能。不同的学生负责项目的不同部分。一些亮点包括:


测量! 学生们一直在利用他们所学的数学知识和解决问题的能力来测量操场。他们现在正在绘制比例图,以便让全体中小学生和教职工的提出他们的想法和建议。


调查和信息收集。为了收集学生和教职员工的需求信息,并拓展创意,打造一个令人兴奋、充满冒险精神和为课程服务的游乐场,我们开展了调查。安全、积极的户外环境可以提高学生和员工的士气,减少冲突的机会,给他们提供发挥想象力的空间,以及出去玩的机会。


成果很快就会呈现给大家。请大家持续关注这个板块!


沟通。在最近的一次集会上,相关年级学生向小学生解释了这个项目,并制作了一个视频,把这个项目介绍给了中学。


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关于游乐场项目中的学生们

游乐场项目

作者:Jack & Carol


相关学生目前正在游乐场项目中工作。我们正在计划重建和扩建游乐场,使之变得更好。我们一直在寻求全校的意见,在我们的努力下,我们将向黑利伯瑞的高级管理层提出意见,以寻求最终批准。


游乐场项目的出色有很多原因。首先,我们是在为学校和学生做事,这是一份很重的责任。其次,操场将惠及不同年龄段的学生,所以我们正在努力满足许多不同的需求,我们正在学习如何给予热心帮助。另一方面,我们需要非常努力地工作才能在这个项目上取得成功,我们正在学习,合作以使它更好。简而言之,我们在这里的表现是最好的!


未完待续……………

敬请期待下期校报!