让英文写作不再成为孩子的痛苦和短板
顺义诺德安达的英文教学体系全面、严谨且极具架构性，专门为中文为母语的学生精心设计。
它以剑桥ESL框架及英国国家英语课程为标准，帮助学生在浸润式的双语学习环境中不断提升英语语言习得能力及文学素养，让孩子不仅成为英文的学习者和使用者，还可以成长为充满热情及创造力的跨文化交流的小使者。
提升英语能力，我们有一套“组合拳”
OUR INTEGRATED APPROACH TO LANGUAGE DEVELOPMENT
在顺义诺德的英文教学中，老师们采用了一套综合性的英语教学法，在整体架构和教学单元中全面提升学生的英文听、说、读、写能力。
这套方法行之有效，它可以通过多种方式强化学生们的语言学习，从而轻松地使学生达成学习目标，老师们也可以实现差异化教学，并提升课堂参与度。
基于“体裁”的英文读写教学法
GENRE-BASED LITERACY TEACHING
“体裁”是指不同的文本类型，如诗歌、小说、报告和议论。每种体裁都有特定的受众群体和写作目的，其结构和语言特点使每种体裁都区别于其他文本类型。
学生在四周内，将围绕一个新的“体裁”单元展开探究和学习，在每个读写单元开始时，教师们都会精心挑选适合不同学生英文能力和学习情况的体裁范文或核心文本供学生进行研读，并带领学生解构“体裁”的特点、核心特征，以及特有词汇、语法、修辞手法和句式结构，真正做到了实践中进行学习。
在学习的过程中，教师还将通过为学生提供语料库、字典、写作框架及有针对性的语法课等方式，帮助学生不断提升构思、文法、编辑、修正及精进英文写作的能力。
写作教学循环
THE TEACHING AND LEARNING CYCLE
走进顺义诺德安达的英语实践课堂，你会发现老师们的教学都特别讲究策略。老师们采用一种"循序渐进 "的教学策略，教师通过示范性写作，帮助学生更为显性地感受写作的全过程，从而让学生直观地学习如何用英文阐明自己的观点和想法并将想法落到笔头上。
在写作教学循环的开始，教师首先对学生进行摸底，了解孩子们对某一特定体裁的了解程度，并根据学生的实际认知情况设计课程与开展教学。
接下来，全班同学将一起阅读教师精心挑选的范文，一起找出所学习体裁的核心特点，解析范文所使用的语言和句式结构。
在进入独立写作之前，教师会通过分享写作、合作写作带领学生们集思广益，共同协作完成一篇写作任务。在这种教学方式和鼓励下，学生们会更加自信地表达自己的想法，而不用过于担心语言表达的精准程度等问题。
通过以上的经验，学生们非常直观地看到了英文写作的全过程，也为最后重要的独立写作环节做好了充足的准备。在独立写作过程中，教师也能够清晰地了解学生对整个体裁单元内容学习的掌握及实际运用程度。
小、初、高不同学段的英文写作发展及提升
ENGLISH WRITING PROGRESSION THROUGH THE GRADES
在培养学生英文写作能力方面，每位顺义诺德安达的老师都十分自信且自豪。通过我们的英文教学，学生们可以运用不同风格的体裁进行英文写作，针对不同受众群体达成写作目标。
在培养学生的英文写作能力上，我们深知差异化教学的重要性。每个学生的英文基础和语言能力都会存在不同，教师们通过标准范文和科学的国际评估标准来判断学生的英文水平，根据其所在年级应该具备的英文听说读写能力及文学水平来确定学习任务，确保所有学生都能在自己现有水平上进行提升并体验富有挑战的学习内容。
下面的写作范文基于从一年级开始学习英语学生的正常进度。这也是考察不同年级学生英语写作水平的基准。
参照这些标准，教师可根据不同学生的水平，为每个学生设计教学策略，对学习材料、学习方法进行调整，无论学生们在加入顺义诺德安达前的英文能力如何，都可以保证所有学生的写作能力都得到提升。
一年级
内容、写作目的和语言组织
✓ 读者可以顺利阅读我的作文，无需询问我
✓ 我可以使用不同主语来进行写作
语法和词汇我能够：
✓ 用词组和句子来表达我的想法
✓ 在我的写作中运用有趣的词汇
✓ 在词与词之间留出距离
标点符号我能够：
✓ 我可以在写作时使用大写字母和句号
拼写我能够：
✓ 通过发音来反应出单词的拼写
✓ 拼出我掌握的词汇（例如：mum，I，等）
书写我能够：
✓ 工整地写字
✓ 起笔和收笔都在正确的位置上
二年级
内容、写作目的和语言组织我能够：
✓ 写一篇故事，其中包含开头、叙述和结尾
✓ 写一些有趣的内容
语法和词汇我能够：
✓ 用句子和段落来表达我的想法
✓ 在我的写作中运用有趣的词汇
标点符号我能够：
✓ 在我的写作中正确使用大写字母和句号
拼写我能够：
✓ 把常用单词拼写正确（例如：cat、bed、tree等）
✓ 通过发音来拼写不认识的单词
书写我能够：
✓ 在写作时保证字迹清晰（虽然有时字体的大小可能不一致）
三年级
内容、写作目的和语言组织我能够：
✓ 写一篇有趣的故事，其中包含开头、叙述和结尾
✓ 写一些非虚构的作品，其中包含细节和事实性的内容
语法和词汇我能够：
✓ 使用一些连接词，例如but、so和because等
✓ 使用形容词和其他词语，让我的写作更生动
标点符号我能够：
✓ 在我的一些作文中正确使用大写字母和句号
拼写我能够：
✓ 把常用单词拼写正确（例如：cat、bed、tree等）
✓ 通过发音来拼写不认识的长单词
书写我能够：
✓ 清晰地写出和使用大写字母和小写字母
✓ 在书写t、l和h时让字母上部超过横线
✓ 在书写p、y和g时让字母下部超过横线
✓ 开始书写连笔字
四年级
内容、写作目的和语言组织我能够：
✓ 以有趣的方式写作，让读者有阅读下去的欲望
✓ 开始用适当的结构来阐述信息和说明
✓ 使用标题和引言来帮助我构思
✓ 写出有趣、清晰的故事和诗歌，让读者想读下去
✓ 尝试让自己的文章变得有趣或好玩
语法和词汇我能够：
✓ 使用一些连接词，例如but、so和because等
✓ 使用形容词和副词来增加信息量
✓ 确保想法和句子之间有联系
标点符号我能够：
✓ 在我的句子中正确使用大写字母和句号
✓ 使用问号
拼写我能够：
✓ 把常用单词拼写正确
✓ 正确拼写ed和ing结尾的单词
✓ 知道很多的字母组合以及对应的发音
✓ 尝试拼写多个音节的词语，例如yesterday
✓ 使用字典来检查自己的拼写
书写我能够：
✓ 清晰连贯地进行书写
✓ 让手写体更有连续性
五年级
内容、写作目的和语言组织（说明文）我能够：
✓ 写导言，以及关于主题的一些要点
✓ 将要点按顺序排列（正确的顺序）
✓ 开始像非虚构类文章一样写作
✓ 提供一些自我观点的信息
✓ 提供一些细节（时间、地点、描述、信息）
✓ 使我的文章有趣或好玩
内容、写作目的和语言组织（记叙文）我能够：
✓ 像写故事一样构思：有开头、叙述和结尾
✓ 包含不止一个人物
✓ 按正确顺序排列事件
✓ 描述人物及其感受
✓ 让读者对我的故事感兴趣并一目了然
✓ 让我的文章有趣或好玩
语法和词汇我能够：
✓ 开始使用自己的写作风格
✓ 使用 never和 everywhere等词来描述事件
✓ 使用连接词（ but, so, when, because, also ）
✓ 使用一些副词或形容词来增加细节
✓ 将名词与动词搭配，使它们在句子中听起来正确
标点符号我能够：
✓ 在大多数句子中正确使用大写字母和句号
✓ 写出清晰的句子
✓ 使用问号
✓ 使用语音标记
拼写我能够：
✓ 把常用的多音节单词拼写正确，例如together和Wednesday等
书写我能够：
✓ 书写字迹连贯、清晰(字母之间的连接线正确。上行距和下行距成比例且平行）
六年级
内容、写作目的和语言组织（说明文）我能够：
✓ 使用非虚构结构
✓ 按逻辑顺序阐述要点
✓ 以适当的短语或句子结尾
✓ 经常使用合适的排版
✓ 清晰地介绍信息
✓ 必要时尝试说服
✓ 保持良好的语言节奏
✓ 很好地涵盖我的主题
内容、写作目的和语言组织（记叙文）我能够：
✓ 编写一个结构清晰的故事（开头、中间和良好的结尾）
✓ 让故事中的事件精彩纷呈
✓ （通过与其他人物的对话或动作）让人物随着故事的发展而发展
✓ 在故事中设置一个重要的转折点
✓ 对人物及其行为进行评论
✓ 用合适的短语、句子或问题结束故事
语法和词汇我能够：
✓ 使用复杂句
✓ 使用 if…then…however… [so as] to 等词来表达事物的次序和想强调的内容
✓ 能够选择一些词语来吸引注意或帮助精准表达
✓ 使用主谓一致，使句子工整
标点符号我能够：
✓ 在所有句子中正确使用大写字母、句号和问号
✓ 有时能够使用逗号来表达清单，短语或从句
✓ 使用引号
拼写我能够：
✓ 把大多数单词拼写正确，包括多音节词
书写我能够：
✓ 书写字迹连贯、清晰。(字母大小均等，字体统一）
七年级
内容、写作目的和语言组织（说明文）我能够：
✓ 使用合适的篇章布局
✓ 撰写导言，说明背景和目的
✓ （使用评论或提及下文）吸引读者
✓ 提出一系列观点
✓ 写出适当的结论
✓ 合理安排文章结构，使文章令人信服
✓ 提供大量信息、描述和说明
✓ 以段落或其他方式组织文章，标明引言、主要内容和结论
内容、写作目的和语言组织（记叙文）我能够：
✓ 写出结构合理的故事
✓ 以不同的有趣方式开始我的故事，例如行为或对话
✓ 将对话、行为和描述糅合在故事中
✓ 改变故事背景，通过时间和地点的转换使故事变得有趣
✓ 评论人物的行为
✓ 表达人物的思想和情感
✓ 在故事的开头、主要内容和结尾处使用段落或其他方式
语法和词汇我能够：
✓ 使用各种简单句和复杂句
✓ 适时使用非个人化或正式的风格
✓ 使用短语和单词表达准确的意思（如：edging my way down the corridor）
✓ 适当使用标准英语、口语或方言
拼写我能够：
✓ 把大多数常用单词拼写正确
标点符号我能够：
✓ 正确使用逗号、引号和专有名词的首字母大写
✓ 使用破折号和括号
书写我能够：
✓ 书写字迹连贯、清晰，字体统一
✓ 书写适合的字体
八年级
内容、写作目的和语言组织（说明文）我能够：
✓ 写好细节和顺序
✓ 合理安排，选择要点，排列顺序
✓ 以适当的细节提供全面的信息
✓ 根据写作类型使用适当的语气
✓ 在最后一段中进行总结
✓ 通过段落或其他布局特点组织文章
内容、写作目的和语言组织（记叙文）我能够：
✓ 用合理的结构进行写作
✓ 展现主题（提前规划写作意图）和情节（事件发展脉络）的发展过程
✓ 使用出其不意、倒叙或时间转换等技巧
✓ 使用人物间冲突的写作想法
✓ 评论人物的情感或处境
语法和词汇我能够：
✓ 使用各种简单句和复杂句来创造表达效果
✓ 为特定效果选择特定词汇
✓ 使用形象化的语言营造特定效果（如拟人、隐喻等）
✓ 使用方言帮助理解人物
✓ 在适当的情况下，在我的写作中贯穿正式的风格
标点符号我能够：
✓ 使用各种标点符号来改变节奏和产生写作效果
✓ 使用逗号分隔从句
✓ 开始在较长的句子中使用冒号或破折号
拼写我能够：
✓ 正确拼写词汇，包括一些不常用的单词
书写我能够：
✓ 书写字迹连贯、清晰，字体统一
✓ 书写适合的字体
九年级
内容、写作目的和语言组织（虚构作品和非虚构作品）我能够：
✓ 以雄心勃勃、引人入胜的风格写作，包括相关细节，并对不同体裁的需求做出回应和调整
✓ 用细节和顺序清楚地写作
✓ 遵循计划、校对和编辑的步骤，使习作有明显的进步
✓ 写作构思缜密，条理清晰，段落之间有效衔接
✓ 展示主题（控制思想）和情节（事件发展脉络）的发展过程
✓ 使用出其不意、倒叙或时间转换等技巧
✓ 使用人物之间冲突的概念
✓ 评论人物的感受或处境
✓ 合理安排和选择要点
✓ 在适当的细节中包含全面的信息
✓ 在最后一段中总结我的写作
✓ 通过段落或其他布局特点组织文章
语法和词汇我能够：
✓ 有意识、有目的地选择词汇，广泛使用词汇，并使用一些语言工具
✓ 使用新出现的各种复杂句型和结构，根据句子的连续性、意义和效果加以变化
拼写和标点我能够：
✓ 除了不规范和不熟悉的单词有轻微错误外，能始终准确拼写各种词汇
✓ 正确使用各种标点符号，给读者留下深刻印象，错误极少
✓ 语法正确，表达准确
十年级
内容、写作目的和语言组织（虚构作品和非虚构作品）我能够：
✓ 作文有说服力、令人信服、重点突出，并能以深刻而凝练的方式达成写作目的
✓ 遵循计划、校对和编辑的步骤，对自己的作品有深刻理解和思考，改进时考虑周全
✓ 在组织写作时表现出洞察力和成熟度，段落之间的衔接天衣无缝
✓ 熟练使用各种复杂的句型和结构，精确地改变句子，以达到连贯和含义准确的目的
语法和词汇我能够：
✓ 选择有见地、精炼的词汇，有意识地使用修辞
拼写和标点我能够：
✓ 准确拼写各种复杂的单词
✓ 正确使用各种标点符号，为读者营造良好的阅读体验
✓ 使用语法表达精确的含义给读者好的阅读效果
学校如何帮助孩子提升词汇量？
HOW DO YOU HELP MY CHILD TO DEVELOP THEIR VOCABULARY?
在顺义诺德安达，老师们把词汇分成了三个层级：一级词汇是指我们日常生活中经常使用的词汇，同时也是学生在学习英语时用到的高频词汇；二级词汇是指在不同情景经常出现的词汇，这些词汇可以让学生更好地理解各种文字材料；三级词汇是指各个学科的专业名词和术语。
词汇是语言学习的基础，也是剑桥英语教学体系中的一个重要环节。无论学习哪个学科课程，我们要求所有年级的学生都熟练地掌握这三级词汇。
本学期，我们即将在小学英语课堂上开展 "每周一词 "活动。每周，每个班级要从规定的列表中选择一个二级单词进行重点学习。
在整个一周的课程中，学生们要在浸润式的英文环境中学习这个单词、理解它的意思并在各种语境下积极使用这个单词。我们鼓励学生研究该词在字典中的意思、同义词、词性（是形容词、动词还是名词）以及如何在不同句子中使用这个单词。
“每周一词”不仅张贴在教室里，在小学部走廊也进行了展示，这样做就是让学生们在任何地方都可以看到这些词汇。
我们给学生选的二级词汇都有一定难度，我们希望学生在现阶段先能认识和理解这些单词，但不一定要求拼写100%正确。
我们如何进行语法教学？
HOW DO YOU TEACH GRAMMAR?
在顺义诺德安达，老师们十分重视培养学生语法意识和熟练使用语法的能力，这也是学校针对双语学习者设计的英文课程特色。
第二语言学习者需要掌握目标语言的规则，从而选择适当和准确的表达方式来表达自己。
在北京顺义诺德安达，老师们将读写能力和语言学习目标融入到课程中，他们选择与每个单元所学体裁相配的语法进行重点学习，让学生在语境中了解语言的功能和目的，然后练习在真实场景下使用目标语言。
例如，如果学生在学习诗歌，他们可以学习比喻或者在低年级学习如何使用形容词来描述一个名词。在有意义的语境中学习语法比单独教授语法要行之有效得多。
家长如何知道孩子取得了进步？
HOW DO I KNOW MY CHILD IS IMPROVING?
在北京顺义诺德安达，我们采用了一整套循序渐进的学习体系，既考虑到学生是第二语言学习者，又能挑战他们在阅读和写作方面的能力，帮助他们达到母语使用者的水平。
该英语学习体系来自剑桥 ESL 框架和英国国家英语课程，分为 5 个方面： 听力、口语、阅读、写作和英语运用。这些目标详细说明了学生在每学年结束时应该知道或能够做到的英语知识，为教学和学习提供了架构，也为评估学生对词汇的理解提供了参考。
小结
SUMMARY
顺义诺德安达综合性的语言和读写能力学习体系可以确保学生同时发展英语和汉语的语言知识和技能。在第一语言的基础上，拓展学生对语言的理解，并学习如何调整语言以满足各种交流的需求。
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The English curriculum at Nord Anglia bilingual schools in China is designed for emergent bilingual Chinese students.
From Grades 1-9, we set our language targets according to the Chinese National Curriculum requirements, and enrich the programme with genre-based study, to provide a similar experience to that of a fully immersive English school environment.
Students at NAS Beijing, Shunyi are taught to be more than just language learners, they nurtured to become enthusiastic and creative communicators in English.
提升英语能力，我们有一套“组合拳”
OUR INTEGRATED APPROACH TO LANGUAGE DEVELOPMENT
At NAS Beijing, Shunyi, we take an integrated approach to teaching English which means that teachers will incorporate a combination of reading, writing, speaking and listening activities within lessons and throughout a unit.
The benefit of combining these skills is that they reinforce language acquisition in a variety of ways, which can cater to students’ learning styles; make it easier to implement whole class and group differentiation; and to make learning more engaging for the students.
基于“体裁”的英文读写教学法
GENRE-BASED LITERACY TEACHING
Literacy units are structured around genres – which are different text types, like poetry, narrative, reports and argument.
Each genre has a specific audience and purpose as well as structural and linguistic features that make it distinctive from other text types.
At the beginning of a Literacy unit, teachers will plan lessons which have a focus on reading and exploring the genre using model texts.
Teachers will select a variety of sample texts at different levels, so that students can access understandable content.
The next stage is to analyse the different features of the genre, exploring any specific vocabulary, language or sentence structures and recognizing stylistic choices made by the authors.
Teachers will usually select a core text for all students to study, that will become the model for writing tasks throughout the unit.
Students will develop the skills to plan, write, edit and improve their own texts, with the support of language banks and dictionaries, targeted grammar lessons, writing frames and differentiated teacher support.
写作教学循环
THE TEACHING AND LEARNING CYCLE
NAS Beijing, Shunyi teachers use a strategy called, “gradual release”, which means that they model writing, articulating their thoughts and ideas to make the process visible for the students.
Teachers start by finding out what the students already know about the genre, and building on that knowledge.
Then the class will take part in shared reading of model texts, identifying the key features and deconstructing the language and structures used.
The guided practice stage involves the creation of a shared plan, the teacher modelling writing and inviting the students to become involved in shared writing.
This process helps students to feel comfortable in contributing their ideas without the fear of individual accountability.
They can see how writing happens before they have to do it themselves. Independent writing tasks enable the teacher to see how much the students can apply what they have been learning throughout the unit.
小、初、高不同学段的英文写作发展及提升
ENGLISH WRITING PROGRESSION THROUGH THE GRADES
We pride ourselves on developing our students’ ability to write in a range of different styles, for different audiences and purposes.
We understand that students join us with a range of different language competencies, and our teachers use moderated writing samples and externally produced assessment criteria to identify what students should be able to do at a particular grade level.
And to ensure that all learners are stretched and challenged at the appropriate level.
The writing samples and descriptions below are based on a normal progression for students learning English from Grade 1.
While these form the basis of our grade level benchmarks, teachers will adapt the materials, supports and approaches to facilitate the development of writing skills for all students, regardless of the language level they enter the grade level with.
Grade 1
Content, purpose and organisation
✓ People can read my writing without me helping them.
✓I can write about different subjects
Grammar and vocabulary I can:
✓write my ideas in phrases or sentences.
✓write interesting words in my writing
✓put a space in between my words
Punctuation I can:
✓sometimes use capital letters and full stops in my sentences.
Spelling I can:
✓Use the sounds in my head to have a go at spelling.
✓Spell words I know well (e.g. mum, in, at, I )
Handwriting I can:
✓write letters which are a good shape.
✓write my letters starting and finishing at the right place.
Grade 2
Content, purpose and organisation I can:
✓Write a story which has a beginning, middle and an end
✓Write some interesting information writing
Grammar and vocabulary I can:
✓Write ideas in sentences and in sections
✓Add some interesting words in my writing
Punctuation I can:
✓sometimes use capital letters and full stops my sentences.
Spelling I can:
✓Spell some common words correctly (e.g. cat, bed, the, tree).
✓Use the sounds in my head to have a go at spelling unknown words
Handwriting I can:
Make my handwriting clear (but my letters may not be the right sizes).
Grade 3
Content, purpose and organisation I can:
✓Write interesting stories which have a beginning, middle and an end.
✓Write non-fiction writing which gives some detail and factual information.
Grammar and vocabulary I can:
✓ use some joining words such as: but, so, because.
✓use some adjectives and other words to make my writing interesting
Punctuation I can:
✓sometimes use capital letters and full stops correctly in some of my sentences
Spelling I can:
✓spell many common words correctly (e.g. day, came, bring)
✓use my knowledge of sounds to have a good go at spelling longer words.
Handwriting I can:
✓Write clear capital letters and small letters (lower case)
✓Make the letters t, l and h stand tall on the line.
✓Make the letters p, y and g drop below the line.
Begin to join letters together.
Grade 4
Content, purpose and organisation I can:
✓Write in an interesting way which makes the reader want to read more.
✓Begin to set out information writing and instructions with an appropriate structure.
✓Use headings and introductions to help me structure my ideas.
✓Write stories and poems which are interesting and clear and which makes the reader want to read more.
✓Have a go at making my writing interesting or funny
Grammar and vocabulary I can:
✓use some joining words such as: but, so, because,
✓use some adverbs or adjectives to add detail
✓make sure that there are clear links between ideas and sentences.
Punctuation I can:
✓use capital letters and full stops correctly in some of my sentences
✓use question marks.
Spelling I can:
✓Spell most common words accurately
✓Spell words with common endings such as ed and
ing
✓Know many of the spelling patterns for the sounds
✓Make a good attempt at longer words with more than one syllable (e.g. 'yesterday')
✓Use a dictionary successfully to check my spelling.
Handwriting I can:
✓Produce handwriting that is accurate and consistent.
Make joined handwriting smooth and even.
Grade 5
Content, purpose and organisation (Information) I can:
✓put in an introduction, and some points about the topic
✓put the points in order (correct sequence)
✓begin to set out my writing like non-fiction
✓put in some information about my opinion
✓give some detail (time, place, description, information)
✓Make my writing interesting or funny
Content, purpose and organisation (Narrative) I can:
✓Set my writing out like a story: it has a beginning, middle and an ending.
✓Include more than one character
✓Put the events in the correct order
✓ Describe the character and their feelings.
✓Make my story interesting and clear to the reader
✓Make my writing interesting or funny.
Grammar and vocabulary I can:
✓begin to use my own style of writing
✓use words like never and everywhere to describe events
✓use joining words (but, so, when, because, also)
✓use some adverbs or adjectives to add detail
✓ match nouns to verbs to make them sound right in a sentence
Punctuation I can:
✓ use capital letters and full stops correctly in most of my sentences
✓ write in clear sentences
✓use question marks
✓sometimes use speech marks.
Spelling I can:
✓usually spell accurately including longer words
with more than one syllable (common words such as 'together' ‘Wednesday’)
Handwriting I can:
Produce handwriting that is joined and legible. (The joining lines between letters are correct. Ascenders and descenders are in proportion and are mainly parallel.)
Grade 6
Content, purpose and organisation (Information) I can:
✓use a non-fiction structure
✓put the points in a logical order
✓finish with a suitable phrase or sentence
✓usually use a suitable layout
✓clearly present my information
✓attempt to persuade if necessary
✓keep my ideas going at a good pace
✓cover my subject well
Content, purpose and organisation (Narrative) I can:
✓produce a story with a clear structure (beginning, middle and a good ending)
✓make my events exciting in the story
✓have characters that develop as the story goes along (through the dialogue or action with other characters).
✓ Create an important turning point in the story.
✓Comment upon the characters and how they have behaved.
✓Finish my story with a suitable phrase or sentence or question
Grammar and vocabulary I can:
✓write complex sentences
✓use connectives to show order and emphasis (if
…then…however… [so as] to)
✓choose words and phrases for interest or to be exact
✓match pronouns and verbs to make sense in my sentences
Punctuation I can:
✓use capital letters, full stops and question marks correctly in all of my sentences
✓sometimes use commas for a list, phrase or clause
✓use speech marks
Spelling I can:
✓Spell most words accurately including longer polysyllabic words
Handwriting I can:
Produce handwriting that is joined, fluent and clear. (A style that is consistent in size and spacing of letters)
Grade 7
Content, purpose and organisation (Information) I can:
✓use a suitable layout
✓write an introduction to show the context and purpose
✓begin to engage the reader (by using a personal comment or referring to what follows)
✓put together a series of points
✓write an appropriate conclusion
✓structure my writing and make it convincing
✓give a good amount of information, description, instruction
✓organise my writing in paragraphs or other ways to mark the introduction, main content, conclusion
Content, purpose and organisation (Narrative) I can:
✓write well structured stories.
✓begin my stories in different and interesting ways,
e.g. action or dialogue
✓use dialogue, action and description interwoven into the story.
✓change the setting and make my story interesting by moving between time and places
✓comment on the characters' actions.
✓express the thoughts and feelings of the characters
✓use paragraphs or other ways for the opening, main content, conclusion of my story.
Grammar and vocabulary I can:
✓use a variety of simple and complex sentences
✓use an impersonal or formal style when appropriate
✓use phrases and words to convey precise meanings (e.g. edging my way down the corridor)
✓use Standard English, colloquialism or dialect appropriately.
Spelling I can:
✓Spell correctly complex regular patterns.
Punctuation I can:
✓correctly use commas, speech marks and capitals for proper nouns
✓use other punctuation e.g. dashes or brackets (e.g. for humour or narrator's comments)
Handwriting I can:
✓produce fluent and legible handwriting which is consistent and stylish.
produce handwriting which is appropriate for the task.
Grade 8
Content, purpose and organisation (Information) I can:
✓write well with detail and sequence
✓order and choose my points well
✓include a full range of information in appropriate detail
✓use an appropriate voice for the type of writing
✓summarise my writing in a final paragraph
✓organise through paragraphs or other layout features
Content, purpose and organisation (Narrative) I can:
✓write in a well constructed form
✓show the development of a theme (a controlling idea) and plot (the train of events)
✓ use techniques like surprise, flashbacks or time shifts.
✓use the idea of conflict between characters
✓comment on characters' feelings or situation
Grammar and vocabulary I can:
✓use a variety of simple and complex sentences to create specific effects
✓chose specific vocabulary for particular effects.
✓use figurative language to create specific effects (e.g. personification, metaphor)
✓use dialect to help with the understanding the character.
✓where appropriate, continue a formal style throughout my writing where appropriate
Punctuation I can:
✓use a range of punctuation to change the pace and create effects
✓use commas to separate clauses
✓begin to use colons or dashes for longer sentences
Spelling I can:
✓Spell accurately including some irregular words
Handwriting I can:
✓produce fluent and legible handwriting which is consistent and stylish.
✓produce handwriting which is appropriate for the task.
Grade 9
Content, purpose and organisation (Fiction and non-fiction) I can:
✓ Write in an ambitious and engaging style, including relevant information, and responding and adapting to the needs of different genres
✓write clearly with detail and sequence
✓Follow the steps of planning, proof-reading, and editing to show clear improvements in work produced
✓Produce writing which is thoughtfully constructed and organised, with effective links between paragraphs
✓show the development of a theme (a controlling idea) and plot (the train of events)
✓use techniques like surprise, flashbacks or time shifts.
✓use the idea of conflict between characters
✓comment on characters' feelings or situation
✓order and choose my points well
✓include a full range of information in appropriate detail
✓summarise my writing in a final paragraph
✓organise through paragraphs or other layout features
Grammar and vocabulary I can:
✓Select vocabulary which is deliberate and purposeful and uses an extensive selection of words with some use of linguistic devices
✓Use an emerging range of complex sentence types and structures, varying sentences for both cohesion, meaning and effect
Spelling and punctuation I can:
✓consistently spell a wide range of vocabulary accurately apart from minor errors in irregular and unfamiliar words
✓Correctly use the full range of punctuation marks to create an effect on the reader with few errors
✓Consistently produce grammar accurately and for effect
Grade 10
Content, purpose and organisation (Fiction and non-fiction) I can:
✓Produce writing which is convincing, compelling, and sharply focused with the response adapting to the needs of the objective in an insightful and sophisticated manner
✓Follow the steps of planning, proof-reading, and editing, and show insightful and thoughtful understanding of own work and improvements are well-considered
✓Show insight and sophistication when organizing writing, with seamless links between paragraphs
✓Use a complex range of sentence types and structures with flair, varying sentences precisely for both cohesion, meaning and effect
Grammar and vocabulary I can:
✓Select vocabulary which is insightful and sophisticated with deliberate use of linguistic devices
Spelling and punctuation I can:
✓Consistently spell a varied and sophisticated range of accurately\
✓Correctly use the full range of punctuation marks to create an effect on the reader
✓Use grammar to enhance meaning and effect for the reader
学校如何帮助孩子提升词汇量？
HOW DO YOU HELP MY CHILD TO DEVELOP THEIR VOCABULARY?
We divide vocabulary into three tiers, Tier 1 is a group of words that we would use in everyday life and that children are exposed to on a regular basis. Tier 2 words are words that appear in different contexts and can support students’ comprehension of a text. Tier 3 words are more subject specific and are taught in a specialist subject or topic.
Vocabulary is a key feature of the Cambridge programmes, and students in all grades are expected to record, remember and use Tier 3 vocabulary in the subjects they study.
This semester, we are about to launch, “Word of the Week” in our Primary English classrooms. Each class chooses a ‘Tier 2 word of the week’ from a list to focus on.
Lessons take place throughout the week that immerse the pupils in reading, understanding and using the word in a variety of situations.
We look at the dictionary definition of the word, synonyms that can be used in its place, the word class (is it an adjective, verb, noun?) and how we can use it within different sentence types.
Each week, the Tier 2 word is displayed in the classroom as well as on the “Vocabulary Garden” in the Primary Corridor for everyone to see.
Our Tier 2 words of the week are quite challenging, which is why the expectation is simply that a student understands it – they don’t need to be able to spell it correctly at this stage.
我们如何进行语法教学？
HOW DO YOU TEACH GRAMMAR?
A key feature of a curriculum aimed at bilingual learners is an explicit focus on grammatical awareness and fluency.
Second language learners need to learn the rules of the target language in order to develop their ability to select appropriate and accurate ways of expressing themselves.
At NAS Beijing, Shunyi, teachers incorporate literacy and language learning goals into their lessons.
They select grammatical features which fit within the genre being studied so that students can see the function and purpose of the language in context, and then practice using the target language for an authentic purpose.
For example, if the students are learning about poetry, they may study figurative or comparative language, or at lower levels, how to use adjectives to describe a noun. Learning grammar in meaningful contexts is much more effective than teaching it as a stand- alone subject.
家长如何知道孩子取得了进步？
HOW DO I KNOW MY CHILD IS IMPROVING?
At NAS Beijing, Shunyi we use a comprehensive set of progressive learning objectives which take account of the fact our students are Second Language learners but also challenge them to meet the expectations of first language learners in the areas of reading and writing.
These outcomes are adapted from the Cambridge ESL Framework and the English National Curriculum for English and are divided into 5 strands: Listening, Speaking, Reading, Writing and Use of English.
The objectives detail what the students should know or be able to do in English by the end of each year and provide a structure for teaching and learning as well as a reference for assessing student understanding Vocabulary Development.
小结
SUMMARY
Our comprehensive Language and Literacy programme ensures that students develop their knowledge and skills in English and Chinese simultaneously, building on the first language and expanding student understanding of the dynamics of language and how it can be adjusted to meet a variety of communication needs.
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日期 Date |
时间 Time |
活动 Event |
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10月14日 星期六 |
9:30--11:00 |
信息说明会 Info Session |
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10月22日 星期日 |
9:30--11:00 |
校园开放日 Open Day |