“肯思的小学英语是如何进行的？”

“如果英文不好的孩子如何适应肯思？”

“到了中学阶段，肯思如何帮助孩子面对全球升学竞争？”

“如何通过日常教学提高孩子的英文思维能力而非仅仅是应试水平？”

“创造力是如何在肯思的英文课堂体现？”

“午休时间孩子们会做些什么？”

关于肯思的日常课堂，一直是所有家长关心的话题，现如今眼花缭乱的教学法、教学体系让许多家长产生了种种焦虑线上教学英语，但我们想说的是教学并非只是花哨的表现，而是每一个教学设计背后蕴含的深刻的教育理念。

因此我们特意制作了以下这段关于“英文系课堂”20分钟的视频与文字说明，本篇文章或许将花费较长时间去阅读与理解，但是这将让我们对于肯思的英文课堂有着更真实、全面的了解。

｜英语系的教学原则｜

The English Department Principles

1

每个单元都是围绕着一篇文学作品展开的。

我们学校将每个学期分为三个单元。每个单元都有一个关键文本。我们没有选择使用英语作为第二语言的教科书，因为这些书中的语言通常不是自然的母语，而是用来教授语言的语言。通过使用文学作品，我们让学生接触到母语使用者所说和所写的语言，这有助于提高学生的语言能力和流利程度。英语文学学习是成都狄邦肯思学校英语教学的基础。

Each unit is based around a piece of literature

Our school divides each semester into three units. Each of these units have a key text. We do not use textbooks because the language in these books is typically not natural, native language but is language to teach language. By using literature, we give pupils exposure to language as native users speak and write it and this encourages proficiency and fluency. Literature is the foundation of English teaching at KCS Chengdu.

2

每个单元都涵盖了中国国家课程的标准。

英语老师从我们的六个文学单元中抽出中国国家课程中的所有语言点和主题。因此，在三年级，Devitt先生也会像中国国家课程一样教授描述性语言，但中国国家课程中三年级的词汇是 “大”、”长 “或 “胖”；而肯思学校教师则教授 “火山般巨大的”、”巨人般巨大的 “和 “爆炸性的”这样的描述性词汇。中国国家课程在教授家庭话题时，教科书中的短语是：”这是我的母亲”。然而线上教学英语：超真实！走进狄邦肯思英语系的日常课堂｜沉浸式了解英语教学！，肯思学校的三年级可能会更关注当你担心你的家人时是什么感觉。教师们尊重并遵循中国国家课程，但我们对学生的期望和成就要高得多。

Each unit incorporates the criteria of the Chinese National Curriculum

The English teachers then draw out of our six units of literature all the language points and topics that are used in Chinese National Curriculum. So, in grade 3, Mr. Devitt teaches descriptive language just like the CNC but whereas the vocabulary in the CNC for G3 are words like ‘big’, ‘long’ or ‘fat’; the G3 teachers teach ‘volcanic’, ‘gigantic’ and ‘explosive’. The CNC teaches the topic of family but whereas the textbooks teach phrases like: ‘This is my mother’, G3 might look at what it feels like when you are worried about your family. The teachers honour and follow the CNC but our expectation for our pupils’ achievement is much bigger.

3

每个单元都涵盖了英国国家课程的标准。

IGCSE虽然是一项英国考试，但在学校里，我们的老师都在用英国学校所使用的的词汇、语法和标点符号来帮助学生练习。通常线上教学英语，这种语言在班级阅读的实际文学作品中得到了体现。为了帮助我们的学生将来同英国本土学生在学术上具有竞争力，我们的目标是帮助他们达到同等的能力和表达。

Each unit incorporates the criteria of the British National Curriculum

IGCSEs are obviously a British exam but all through the school, our teachers are using vocabulary, grammar, and punctuation exercises from British schools. Often this language is demonstrated in the actual literature that the class is reading. In order to help our pupils compete academically with native pupils in the future, we aim to help them attain equivalent competence and expression.

4

同一年级的所有学生都有相同的最终目标

尽管有些年级组根据学生能力划分了不同的班级，但两个班都有相同的学期目标。如果其中一个目标是 “能够写出一篇连贯的论证性文章” – 那么该年级组的所有班级都会是这个目标。虽然 “强班“的许多学生可能会用更高级的词汇来写议论文，但重要的是所有学生都要以写议论文为目标。这意味着较弱班级的学生有机会在一两年内赶上他们的同龄人，而不像许多教育体系那样，较弱班级的学生几乎没有希望升入较高的班级。

All pupils in the same grade have the same end aim

Although some year groups have classes divided by ability, all classes in the same grade have the same semester objectives. If one of those objectives is ‘to be able to write a coherent argumentative essay’ – that will be true for all classes in the year group. While many pupils in the ‘stronger’ class may write the argumentative essay with more advanced vocabulary, it is important that all are aiming to write it. This means that pupils in weaker classes have the opportunity to catch up with their peers over a year or two unlike many education systems where weaker set pupils have little hope of moving into higher groups later on.

5

教师匹配符合班级需求

我们慎重考虑哪些学生在哪个班级会有最好的发展，这是根据学生的作业完成情况和学业进步情况来决定的。起初，许多家长感到失望，例如，他们的孩子有一个中国人教他们的英语，尽管他们有许多其他科目的外籍教师。然而，经过一段时间后，家长们往往认识到，一些学生从中国老师的教学中受益。中国人比外籍教师更有可能认识到错误发生的原因，因为他们理解学生试图把母语转换到英语的语言（思维）。例如，一个学生可能会说。”你太聪明了”。外籍教师会说这是错的，你应该说 “你很聪明”。中国的老师可以解释说，尽管在中文里， “太 “字可以是褒义，也可以是贬义，但在英文中只能是负面的。其他学生会从具有特殊的课堂管理风格的老师那里受益更多，一些学生会比其他学生享有更大的自由度。我们所有的老师都是专家和杰出的实践者–但我们都有不同的风格，所以我们会努力确保学生得到最大的支持。

Teachers are matched to meet a class’ needs

We consider carefully which pupils will prosper best in which class based on evidence of work that is produced and by measuring performance improvement。 Initially many parents feel disappointed when their child has, for example, a Chinese national teaching their child English although they have many other expatriate teachers in other subjects。 However, after a while parents often recognize that some pupils benefit from having a Chinese national teaching them。 A Chinese national is much more likely than an expatriate to recognize why errors are occurring because they understand the language that the pupil is trying to transfer to English。

For example, a pupil may say: “You are too clever。” An expatriate teacher will say that this is wrong, and you should say “You are very clever”。 A Chinese national teacher can explain that although in Chinese the word 太 can be positive or negative, its equivalent in English, ‘too’, can only be negative。 Some pupils benefit more from a teacher that has a particular classroom management style and some pupils benefit from a greater degree of freedom than others。 All our teachers are experts and outstanding practitioners – but we all have different styles so we try to ensure pupils get the maximum support that is possible。

6

融入西方教学法

课堂是互动的，教师对教学进行区分和个性化。同一位教师给同一年级的两个班级上课，可能看起来非常不同，因为教师调整了教学计划，以吸引和满足他们面前的学生的需求。西方教育关注课堂上的每个孩子。

Western pedagogy is embedded in teaching

Classes are interactive and teachers differentiate and individualise our provision. The same teacher teaching two classes of the same grade may look very different because teachers adapt the teaching plan to engage and meet the needs of the pupils in front of them. Western education focuses on the individual child in the classroom.

7

只有使用语言，它才能产生价值

当我们的学生学习语法、词汇、技巧和风格时，对这些东西的了解并不完全是教学的目的。我们的目标是让学生能够在写作和演讲中使用所有这些东西。他们反复练习，辩论演讲、报纸报告、学术论文、期刊写作、正式电子邮件等。通过学习和复习这些文本类型，学生们有多种机会将他们的学习付诸实践。

Language is useful if it can be used

While our pupils learn grammar, vocabulary, techniques, and styles; the knowledge of these things is not the objective of the teaching. We aim that the pupils can use all these things in their writing and speaking. Over the course of their school life, they practice multiple times: debate speeches, newspaper reports, academic essays, journal writing, formal emails, etc. By learning and reviewing these text types the pupils get multiple opportunities to put their learning into practice.

8

我们监测EAL需求

英语组对需要额外支持的英语学习的学生进行记录，并由教师采取策略以供支持。这可能涉及到改变教师的指导方式，帮助学生以不同的方式做笔记，教给学生一些技能，如在很多词汇不认识的情况下也能读懂意思，等等。

We monitor EAL needs

The department keeps a register of pupils who need extra support with their English language learning and strategies are implemented by teachers in providing support. This may involve changing the way the teacher gives instructions, helping the pupil to take notes in a different way, teaching skills such as reading for meaning even when a lot of the vocabulary is unknown, etc.

9

提供在英语方面成长的机会

每周二，整个英语部门都会放弃午餐时间，开展俱乐部和活动线上教学英语，以支持那些认为英语具有挑战性的学生的学习，并为那些希望加深其知识和学习的学生提供扩展活动。有些活动是为小学低年级设计的，并一直持续到高年级：为那些落后的学生提供语法帮助；帮助学生有能力正确朗读单词的拼音、诗歌、新闻、作业帮助等。我们欢迎所有人加入。

Opportunities to grow in English are provided

Every Tuesday, the entire English department gives up its lunchtime to run clubs and activities to support learning for those who find English challenging, and to provide extension activities for those wishing to deepen their knowledge and learning. Some activities are designed for Lower Primary, and they run all the way through to the Senior school: grammar for those who have fallen behind; phonics to help pupils have the ability to read words correctly aloud; poetry; journalism; prep help, etc. Anyone and everyone are welcome.