"I" is for Instrument, "G" is for Guzheng “I”是乐器，“G”是古筝

https://v.qq.com/txp/iframe/player.html?vid=f0550usqyip&width=500&height=375&auto=0At Yew Chung International School of Beijing, teachers have long used cross-subject integration to help students see the parallels between subject disciplines. The most prominent example of this is the YCIS Beijing Co-Teaching Model, in which English and Chinese language and culture are equally respected and valued. Yet cross-subject integration is also happening in other subject areas, where students explore the common themes and connections between subject matter.   

在北京耀中国际学校，老师经常会跨学科教学，帮助学生认识学科之间的联系。其中，最显著的例子就是双教师合作教学模式——一个班级里配备一名以英语为母语的外籍老师和一名以中文为母语的教师共同教授孩子语言和文化。同时，其他学科也进行跨学科融合教学，让学生探索学科间的联系和共同主题。

One of the most recent examples of this is in the YCIS Beijing Year 1 class, where students have been exploring the sounds and rhythms of the alphabet using objects found in the music room. Helen Zhang, Primary Music Teacher at YCIS Beijing, explains how music is being used to supplement students’ language acquisition, and offers tips for parents to encourage their child’s appreciation of music.

最近发生的一个例子就是，一年级学生用音乐教室中的物品探索字母的发音和节奏。Helen是北京耀中国际学校的小学老师，她解释音乐可以进一步协助学生的语言习得，并为家长鼓励孩子欣赏音乐支招。

To read Ms Zhang’s full interview, please tap “Read more” below.

详情请点击“阅读原文”。

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