Language Acquisition Team-Middle/High School
In our Middle/High school, we have English language acquisition and literature departments, both of which help students to develop their English skills. In this CISBe In The Know, we invited Mr. Hambrook to talk about his language acquisition department and what students can learn from this course. In the next issue, we’ll introduce our English literature team in Middle/High school!
在我们的初中/高中，我们有英文acquisition和文学组，这两个组的老师们都帮助学生们更好的了解英文文化。在这篇CISBe In The Know中，我们邀请了Mr.Hambrook老师来谈谈他们的英文acquisition组和学生们可以从这门课中学到什么。下次，我们将介绍初高中的英语文学团队!
1. Could you introduce yourself and your team? What subject(s) do you teach at CISB?
你在CISB教哪门课？简单介绍一下你的组员和自己.
My name is Robert Hambrook. I teach MYP English language acquisition and DP English B at CISB. Rebecca Henriksen, Vivian Kormylo, Sophie Lai, Richard MacFarlane, Christina Markowski, Laura McGinty and I make up the middle high school English language acquisition department.
我叫Robert，在CISB教学生MYP language acquisition 和DP Engnlish B课程。我们初高中language acquisition部门的老师有6位老师，他们分别是Rebecca Henriksen, Vivian Kormylo, Sophie Lai, Richard MacFarlane, Christina Markowski, Laura McGinty。
2. What are some teaching strategies you use in your class? How do you set up this course? Do you have any interesting activities?
你用什么方法策略教学?你是如何准备这门课程的?在课堂上，有什么有趣的活动吗?
Our department’s teachers know that instilling a sense of community based on mutual respect and empathy helps students cooperate, encourage each other to take risks and believe in themselves. We use fun, engaging activities that encourage students to share their thoughts and feelings. At the moment, students are participating in the English challenge, which is a novel way for them to learn the challenging nuances, idiomatic language and the phrasal verbs that come with learning English.
我们部门的老师是通过和学生建立双方相互尊重和理解的关系，来帮助学生相互合作，鼓励彼此责任心，并相信自己。在课堂上，我们会加入有趣的、吸引人的活动，来鼓励学生分们享他们的想法和感受。最近，我们组织学生们参加英语挑战的活动。学生们通过这个新颖的方式，可以从中学习到英语的习惯用语和短语动词等内容。
3. What type of learning do you cover in your class?
课上学习的内容有哪些？
As an IB school, we begin with a global context and use inquiry to access learning and choose appropriate resources that will allow students to engage with the target concepts. For example, instead of having a unit based on a novel, we form our unit around a concept that a particular novel reveals. That allows us to pair the novel with relevant articles, videos and other texts in order for students to be exposed to multiple types of information and narratives. We do use some textbook material from the IB but each unit of inquiry is special because the inquiry questions developed by the teacher and students allow for a unique experience every time the unit is taught.
作为一所IB学校，我校用的是国际课程体系，为学生提供充分的学习资源。学生们不仅可以通过探究的方式积极参与互动，同时也能更好的理解所学的知识内容。例如，我们会根据小说中的内容进行展开教学。学生们可以通过多种形式，找到与小说相关的文章、视频和其他文字资料，去让学生接触到多种类型的信息和叙事内容。我们也会使用IB的一些教材材料。其中，每一个探究单元都是不同的，老师们会提出探究的问题，丰富了学生们的学习体验。
4. What are some knowledge and skills students can develop from this course?
通过学习这门课，学生们可以掌握哪些知识和能力？
In the MYP, students have specific expectations for the phase (1-5) they are in. These expectations cover the four skills of reading, listening, writing and speaking. We have paired the MYP language end of phase expectations with the British Council’s English Inventory, which is based on the Common European Framework Reference for Languages (CEFR). The list is long, but as an example two of the thirteen end-of-phase 5 expectations: use language appropriate to a range of spoken interpersonal and cultural contexts, and for a range of purposes and audiences; use language accurately and effectively.
在MYP中，不同阶段的学生有着不同的期望和标准。我们的课程包括阅读、听力、写作和口语四个方面。课程的参考和制定是根据欧洲语言共同体系(CEFR)，并且与MYP和the British Council’s English Inventory对比相结合。这个内容参考列表很长，一些例子如：可以在适当的语境运用口语的能力，能准确有效地使用语言等。
5. What some difficulties do students have while they are learning English?
当学生学习英语时，会遇到哪些困难？
When students reach an intermediate level but they still heavily rely on using grammar patterns and ways of thinking from their mother tongue language, this can be an interference. That’s why online translation tools are both a blessing and curse. Yes, they help students quickly decipher difficult texts, but if a student always relies on them, they will never truly remove the ‘training wheels’ of the language learning process. We are in too much of a rush these days. There are no shortcuts. Proficiency and mastery requires time and hard work!
我发现很多学生即使英文达到了中级水平，他们还是会多少依赖用母语的思维方式去学习英文。这对于学生来讲，是一种干扰。这就是为什么在线翻译工具有局限性。它确实可以帮助学生快速地解释难解的文本，但如果学生总是依赖于翻译软件，他们就无法摆脱这类辅助工具的使用。而且，学习语言需要时间，没有捷径，是一个很长的过程。不应该急于求成，只学习追求速度。想熟练和精通语言是需要付出时间和努力!
6. Can you give some tips for students who study English as second language? What are they?
你能给英语是第二语言的学生，一些学习建议吗？
Expose yourself to non-academic English daily, use various texts (written, audio and video) and take risks by speaking English consistently. Non-academic English tends to be much more engaging and interesting for students and it opens one’s eyes to the culture of the English-speaking world. Keeping a balance of texts ensures that both reading and listening skills will be strong and complement each other. Finally, learning any new language doesn’t happen when studying about it as a subject—it happens when it is used! Lose any idea about perfection and embrace mistakes as learning opportunities. It’s all about having a positive attitude!
我建议学生们可以每天接触一些有日常类英语内容的材料，如书籍、音频和视频等，坚持练习英语口语。这些对于学生们来说会更有吸引力和趣味性，可以更好的了解英语的文化背景。同时，在选择内容方面，要在听说读写综合练习。因为这四个方面是互通的，进行综合发展提高。学习任何一门新语言都不能仅仅作为一门学科去学习，语言是需要运用到日常的生活当中。所以，多去说英语，在错误中学习。需要注意的是，在学习的过程中，有一个积极的学习态度起着十分重要的作用。