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还有这样的英语课?创造和批判性思维在WBS可以这样养成

还有这样的英语课?创造和批判性思维在WBS可以这样养成


WBS致力于培养具有国际视野的中国使者。为了使同学们的英语语言能力、社会实践背景等方面有量的积累和质的飞跃,杭州娃哈哈双语学校开设了一系列对应的课程帮助同学们在双语浸润的环境中实现国内外学习内容的无缝连接。


拥有丰富教学经验的WBS初中部外教Travis Robertson分享了他针对6、7年级的特色英语课程和教育态度。

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Travis Robertson老师来自加拿大不列颠哥伦比亚省,拥有不列颠哥伦比亚大学的学士学位以及西蒙弗雷泽大学的英语专业学士学位,擅长探究式的教学法以及融合教学在国际教育特别是在中学教育方面拥有丰富的教学经验。如今他担任WBS初中部的英语老师,为培养WBS学生创造与批判的国际化思维贡献自己的力量。


挖掘学生创造性的英文文学

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在娃哈哈双语学校初中部,有这样两门特色英语课程,英文文学(English Literature)学术英语(English for Academic Preparation)


英语文学旨在建立较强的创造性思维能力,让学生利用知识储备和经验,与文学相互连接和呼应;利用书中元素如角色形象来帮助自己理解文学以及他们周围的世界。文学课程的一个着重点是教学生如何选择符合他们阅读水平和兴趣的英文小说。这样我们可以培养一个有独立判断能力的终身学习者

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享受阅读的WBS学生

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学生的阅读心得分享


一个好的读者在阅读时,应当能在脑海中构建出相应的画面,从字里行间抓住人物的想法和感受。

一千个人眼中有一千个哈姆雷特,在英语文学课上阅读时,学生往往能够创造性地把书里的观点与自己的现实体验相结合。通过阅读心得的分享,交换不同的阅读体验,从不一样的视角观察这个世界。


学习批判辩证的学术英语

学术英语(EAP) 旨在帮助学生掌握批判性思考,通过让学生学习多角度推敲,融入个人观点和例子,去组织英文写作或口头表达,从而培养他们的专业词汇表达想法的能力,并使之与纯英文课堂环境相适应

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书写一篇有批判性的文章并不是简单地列举论点就足够了,学生需要从正反两个方面、多个角度进行论述,写出扎实有力的论据作为支撑。

Travis说相比他教过的加拿大的学生,WBS六、七年级的孩子们更乐于沉浸在资料调查、准备论据的学习过程,这点让他印象深刻。

一篇文章的完成不是一蹴而就的。写作的过程包括构思、起草、修改、校对、编辑、润色这五个过程。学生完成初稿后,老师会对他们的文章提出修改意见,比如文章的哪一部分比较薄弱需要加强。经过反复的修改,最终学生们的作品将被展示出来。

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写作练习展示

在之后的Presentation上,学生将面向班级或小组就其研究内容进行成果展示。在展示的过程中学生们能同时锻炼到听力口语能力。

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跨学科融合教学

结合WBS的教学理念,英语往往与其他科目融合起来进行教学,最大程度地挖掘英语与其他学科相互渗透的可能性,同时锻炼学生们的多学科学术能力,从而最大限度发挥英语教学的多维效能。

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比如英语和科学的融合项目,中外老师合作教学,让学生们就人类成就(Human Achievement)这一话题进行研究评价并书写研究报告。在收集资料的过程中,学生会发现网上得到的资料不一定都是准确的,因此学生们首先需要学会评估一个网站或书籍的信度,判断其是不是一个好的来源。

随后学生们利用在学术英语上学习到的知识,对自己选择的课题进行研究。货币、宇宙探索、核能等等,学生们感兴趣的方向千奇百怪,但研究学习的方法是通用的。用英文为论文写作组织笔记框架,在研究项目后认真撰写研究论文

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Buddy Reading 有趣有意义的结对阅读

在WBS初中部英语课堂,还专门设有Buddy Reading项目。 在Buddy Reading 活动里,高年级的学生与低年级孩子成对阅读,一起练习口语,一起复习单词。在共同阅读的过程中,为了向低年级的孩子们解释书中某些单词句子的意思,学生的双语能力也得到了锻炼。

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这个活动能帮助学生建立耐心,对他人的理解与同理心。同学们还能体验一把拥有小弟弟小妹妹的感觉。

WBS初中部的这一活动将会持续下去,并进一步设计更多的项目制学习活动。


Travis Robertson:


My knowledge and experience in the field of education has drawn from a combination of formal academic training, extracurricular camp experiences, and classroom teaching in many different schools and educational environments in Vancouver, Canada. It has truly been a treat to bring this experience to China where I have been able to work alongside expert Chinese teachers who have helped me to better understand my own Western styles of teaching while also gaining relevant experience of teaching and learning in China.


As the foreign English teacher at Wahaha I teach two courses: English for Academic Preparation and English Literature. English for Academic Preparation focuses on critical thinking by teaching students to respond to a problem with a variety of possible answers and be able to organize their ideas into either a strong piece of writing or a spoken presentation. The course works to build academic vocabulary and the ability to present ideas in a format that is compatible with an English speaking foreign classroom environment.


On the other hand, English Literature aims to build strong creative thinking skills by having students use their prior knowledge and experience to make connections to literature and to use elements such as character to understand how literature can teach them more about the book they are reading and the world around them. A strong focus of the Literature program is teaching students how to choose an English novel that matches their reading level and interests, in this way we help create a lifelong English reader who can make choices independently. These two courses work in concert with each other and often many skills and processes are shared between the two classes.


In the foreign taught English Language Arts program at Wahaha (English for Academic Preparation and English Literature) the students focus on process, 21st century learning, and social emotional development at different times throughout the school year, here are a few examples. In a co-project between English and Science students focused on the processes involved in creating a research paper by learning to evaluate the credibility of websites or books and create and organize notes for writing.


In their English Literature class students work in reading pairs and have several opportunities to collaborate in order to evaluate each other’s work and build upon each other’s ideas in their reader’s notebooks. Lastly, in the buddy reading program, taught in collaboration with Mr. Sun, students are paired with 2 – 3 kindergarten students whom they practice English with, read with, and review one vocabulary word with. Among other things, this final activity helps students to build patience, understanding and empathy for others. In these ways and many others English for Academic Preparation and English Literature work together to education the whole student.



在娃哈哈双语学校全英文的教学环境下,多门课程齐头并进,不同年级的孩子们在老师的引导下,着重于习得面向未来的知识和社交发展的技能。在双语浸润的课程体系里,学生得到的不仅是英语水平的提升,更重要的是学会用英语的思维来思考,养成自主探究学习的方法和习惯,为学生将来在国际高中的学习打下坚实的基础。


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