原创莱克顿的英语课2022

英语语言

English Language

英语科目的学生正在解构分析简·里斯（《藻海无边》的作者）和莫泊桑的《项链》小说的创作过程。他们不仅学习了小说故事中深层和微妙的意义以及其中的文化和语言方面，也在通过观察获得著名短剧中的写作技巧，鉴赏每个作家的写作风格并试图将其融入自己的写作风格来努力成为更好的作家。例如，我们有关于好结局、外语对话、故事曲折和超细节部分写作的练习课。这是一段复杂而长期的过程，正在缓慢而稳定地进行，但学生自身写作文风从这个过程开始就显示出成熟的积极迹象。

The English Language students are enjoying the creative process of deconstructing famous texts by Jean Rhys (of Wide Sargasso Sea) and The Necklace by Guy de Maupassant, and learning not only about the deeper and subtle meanings of stories and the cultural and linguistic aspects of stories, they are also trying to become better writers by observing techniques in play observed in the famous short strories by celebrating each's writer's styles and trying to adapt it to their own personal writing style. We have had practice sessions on good endings, foreign language dialogues, twists, and hyper-detailing, for example. This is a complex and long-term process that is being done slowly and steadily, but the writing from the students is showing positive signs of sophistication since the process began!

Ms Sarah Ezdani

Deputy Head Academic-Curriculum 学术副校长

English Teacher 英语老师

十年级的英语课

Year 10 ESL

莱克顿的ESL课程具备高质量水平，英语教学团队全力支持为初学者、中级以及高级水平学生，提供全方面指导，直到学生在学术课程以及进入社会能独立使用英语。

十年级的学生在学期开始已经学习了第四单元“Where I Live”，我在课程教学时进行了不同的互动活动，如配对和小组合作、演示和语法以鼓励学生学习。

配对活动中向学生展示了五张城市生活不同方面的照片，并用给出的单词描述（例如污染、垃圾、交通）。在对自己的城市以及他们喜欢和不喜欢的城市进行简短讨论后，学生们将提及的名词分为可数和不可数，并确定单词前缀和后缀。课堂上他们还看到一些城市的竞选口号示例（如，人人都有清新空气！）并选择将其与城市问题相匹配。本练习的目的是让学生接触含有量词的句子，以便他们能够理解如何使用量词并在下一个任务中完成五项规则。

本课的第二部分从完形填空开始，学生需要选择一个单词，完成七个有空白填空的句子。然后继续学习另一组句子需要找出并纠正其中的错误。在用可数名词和不可数名词练习量词时以受控方式确定词缀后，进行口头练习并以书面形式表达。

最后，他们谈论了世界上六个著名城市现在面临的问题，以另一场关于学生所在城市及其存在问题的讨论结束，这一次学生们将重点放在当地人民以及政府可能提出的改善当地人民生活的解决方案上。

The ESL Program at Lucton is levelled and provides instruction for beginners, intermediate, and advanced students. The teaching team strives to support ESL students until they are able to function independently, both academically and socially. For Y10 students, students have been taught Unit 4 Where I Live in the beginning of this semester, and teachers conducted different interactive activities, such as pair and group work, presentations, and grammar-based ones to encourage student learning. In the first activity, students look at five photos showing different aspects of a city life and describe them using the words given in a box (e.g. pollution, rubbish, traffic). After a short discussion about their own cities and what they like and dislike about them, students classify the nouns from the first exercise into countable and uncountable and determine the prefix and suffix of the words.Then, they look at some pictures of sample campaign slogans (e.g. Clean air for everyone!) and match them to the city problems. The aim of this exercise is to expose students to sentences containing quantifiers, so they are able to understand how to use them and complete five rules in the next task. The second part of the lesson starts with a gap-fill task. Students choose a word from a box and complete seven gapped sentences. Then, they move on to another set of sentences and have to find and correct the mistakes in each of them. After having practised the quantifiers with countable and uncountable nouns and determining the affixes in a controlled way, they are ready to practise them orally and deliver them in a written form. They talk about problems faced by six famous cities in the world. The lesson finishes with another discussion about students’ cities and their problems, but this time students focus on possible solutions local people, as well as governments, could come up with to improve people’s lives there.

Ms Alice Qin

English Teacher 英语老师

十一年级的英语课

Year 11 ESL

十一年级的学生，他们正在学习课程第7到第10单元。在第7单元，学生们学习了不同的交通方式及如何描述他们的完美假日。在第8单元中，学生获得了更多关于前缀和后缀的知识，这些前缀和后缀是单词结构中的重要元素。课后学生们将会有一个更容易记住单词的方法。此外，了解前缀和后缀的含义将有助于学生根据上下文线索练习技能。第9单元，学生们对世界各地学校传统第一天有了更好的了解。此外，他们还学会了几个描述情感的成语。目前，十一年级学生正在学习第10单元，重点是16岁后的教育。完成本单元后，学生将理解什么是直接演讲和报告演讲以及如何在写作中使用它们。

Y11 ESL students have studied content from the textbook from Unit 7 to Unit 10. In Unit 7, students learned different ways of transportation and how to describe their dream holiday. In Unit 8, students gained more knowledge on prefixes and suffixes which are important elements in word structure. After the lessons, students would have an easier way to memorize vocabulary. Also, knowing the meaning of prefix and suffix would be helpful for students to practice their skills in context clues. In Unit 9, students got a better understanding of the first day of school traditions around the world. Moreover, they learnt several idioms which could be used when describing emotions. Currently, Y11 students are studying Unit 10 which focusses on post-16 education. Students will be able to comprehend direct and reported speech and how to use this in their writing after finishing this unit.

Ms Selene Deng

English Teacher 英语老师

十二年级的雅思英语课

Year 12 IELTS English

雅思英语学习的学生正在研究写作结构，包括导言、正文和结论段落。通过讨论和实际写作实践加深对各种图表的理解和领悟。

课堂讨论也是基础，最近的讨论主题是交流，学生们阅读并讨论了关于正在消失的口哨语言和语言功能的一些文章。这是个引人入胜的话题，学生们在阅读基础上进行积极的讨论。

The IELTs English students are working on the structure of the writing, including the introductory paragraph, body paragraphs and the conclusion paragraph. They are also deepening their understanding on comprehending and interpretating various charts and tables by discussion and practice. The class discussions are also theme-based, and the most recent theme is communication, and students have read and discussed passage about the disappearing whistling language and functions of language. This is a fascinating topic, and students are engaged in the discussion based on the input of the reading!

Mr Frank Feng

Deputy Head Academic-Teaching and Learning 学术副校长

English Teacher 英语老师

十年级的英语课

Year 10 Pathway

Pathway课程学习的学生通过实践活动学习段落结构。他们的任务是将纸条上混杂的句子重新排列成合乎逻辑的段落，但他们也需要注意那些不属于该段落的句子。这些活动从简单开始发展到含十句话的高级段落。学生们互相竞争采取了各种尝试来获得正确答案，都想成为第一个找到正确答案的人。

过程中学生需要考虑每个句子是否是主题句、支持句、细节句、结论句甚至是一个无关的句子。学生完成排列后需要解释他们对段落及其结构的理解。通过活动，学生们现在可以更好地理解一段好段落的结构。

Pathway students enjoy learning about the structure of a paragraph with hands-on activities. Their task is to rearrange mixed up sentences on paper slips into a logical paragraph, but they need to also watch out for sentences that don't belong. The activities start simply, then progress to an advanced paragraph with ten sentences. Students are eager to compete with their classmates to be the first to answer correctly, in which some have undertaken various attempts to reach the correct answer. During the process, students need to consider whether each sentence is a topic sentence, a supporting sentence, a detail sentence, a concluding sentence, or even an irrelevant one. Once students have completed the activity, they need to explain their understanding of the paragraph and its structure. Through these activities, students now better understand the structure of a sounding paragraph.

*本文部分素材图片为早前拍摄。