近日，来自澳大利亚的外语教学课程顾问 Marcella 女士与我校外教专家团队就小学高端英语课程进行了深入的研讨。
Recently, Ms. Marcella, the curriculum specialist in English teaching from Australia, has conducted an in-depth discussion about our Elementary High-end English Program with our group of professional foreign teachers.
At the beginning of the meeting, we reviewed the first few weeks of the first-grade high-end English course. One of our native English-speaking foreign teachers, with over ten-year teaching experience in primary school, mentioned that since most students already have some pre-existing English language skills, the development and implementation of the course went smoother than expected, especially that of the three subject integration course in the “ 5 English Language Classes and 3 Applied English Classes ”. Students have shown their great passion and excitement in learning music, sports, science, and art in a pure foreign language environment. Their concentration and participation during the lessons exceeded the teachers’ expectations. Foreign teachers also foresaw that it would lay a solid foundation for students to learn more professional subject knowledge and skills in English for the next semester.
When it came to the use of handbooks and workbooks, Ms. Marcella agreed on the unified management and distribution of the teaching resources, which our foreign teachers are composing. She said that as children are in transition from kindergarten to being first grade primary school students; with the number of courses increasing and the transition from the kindergarten classroom to primary school classes, they would forget to bring their books or bring the wrong books, which will affect the teaching plan and hinder the progressive learning of the students. Keeping materials in school and distributing them when in need could help prevent that problem. Moreover, doing this could help students to develop their own organization. In addition, foreign teachers mentioned that besides the handbooks and workbooks, students will also complete the worksheets based on their ability. Their worksheets will also be compiled into an individualized scrapbook and portfolio for each student. We will give them back to the parents at the end of the semester or at the end of the school year. The specialist couldn’t agree more on this approach and argued that “Such a collection of students’ work will show the students’ learning process and their growth throughout the year. It is of great value and significance.”
Secondly, for a better understanding of students’ recognition and English levels to better tailor the program to them, the curriculum specialist has observed the foreign teachers’ classes and made some suggestions and strategies. For instance, she suggested implementing a rewarding system to encourage students to learn while arousing their interest in learning. Meanwhile, she has also emphasized the importance of stratified teaching and post-class individualized assessment and cultivation strategies.
In the meantime, for teachers’ reference, the expert gave a lot of advice about expanding teaching content, teaching methods and using auxiliary materials. She also suggested a weekly feedback session for sharing thoughts and opinions to ensure the teaching methods and content is the same throughout the program. This can ensure that children can improve their English and other skills.
During the discussion, Ms. Marcella provided a lot of insightful suggestions and our foreign teachers voiced their ideas with a clear goal of boosting students’ comprehensive competitiveness so that they can thrive on the world stage through our perseverance and self-motivation.
(供稿: 小学高端英语教育项目组 编辑:王天慈)