在哈罗横琴， 全方位提高语言技能与素养
阅读能辨别并理解文章中的信息
写作能清晰并有条理地表达观点
听力能听懂并理解隐含的内容
口语能自由交流各种想法并互动
……
这些都是对哈罗横琴高年级同学们
英语学习提出的基本要求
在哈罗横琴，高年级英语学习主要以主题单元教学，这都是有明确的目标，是为了达到中考、IGCSE 第一语言技能、IGCSE ESL（以英语为第二语言） 技能和IGCSE文学技能的要求。
这些技能对英语的听、说、读、写各有侧重，哈罗横琴的英语教研组将这些呈现在日常的英语教学中，随着年级升高，难度和挑战循序渐进。
在本学期，六年级英语学习“身份”、“关系”、“梦想”、“我的未来”等主题单元。在学习“关系”主题单元时，同学们在老师的带领下识别和理解各种文本中的观点，形成观点和构思，进而进行演讲稿写作，向听众传达观点。这一成果在全校集会上展现得淋漓尽致。
最近，八年级的学生正在学习了如何撰写关于旅游目的地的文章，他们通过学习一系列不同风格的文本，包括图像语言、诗歌和非虚构类文章，以了解语言如何将想法和概念变为现实。 作为本单元的学习成果，他们将制作旅游手册、广告和适当的非虚构文体，包括电子邮件、报告和评论，等等。
在哈罗横琴，高年级注重培养学生的阅读技能，帮助他们理解英语语言和语法。学生每周都有一节专门的阅读课，其中包括至少 20 分钟的阅读，然后通过活动拓展他们对体裁和主题词汇的认识。哈罗横琴引入了 AR分级阅读系统（Accelerated Reader），以确保学生阅读适合其年龄和理解能力的书籍。图书馆里的书籍都清楚地标明了等级颜色，以帮助学生轻松选择和正确阅读适合他们的书籍。
AR（Accelerated Reader）分级阅读系统是由英国Renaissance Learning公司研发的英文阅读分级系，学生通过阅读能力AR值测评，对综合词汇量、阅读理解与分析、理解作者意图以及推理能力等阅读技能进行评估，根据评估结果选择与自己当前阅读能力匹配的读物。
每个 AR 值范围都有相应的颜色标签，帮助学生快速找到符合其当前能力的图书。因此，学生选书不再是凭感觉选，而是可以根据自己的参与度、挑战性和兴趣进行准确选择。学生可以通过阅读系统享受阅读的乐趣，提高阅读能力。
高年级同学们的阅读任务并不止步于把书读完，还要参加AR在线测试，检查对书本内容的理解，只能通过了测试，阅读任务才算真正完成。本学期，高年级英语组还推出了“一百万词阅读挑战赛”，鼓励同学们积极阅读，不仅可以有效提升其语言能力，还有助于全面发展他们的思维品质、理解能力和全球视野。
高年级的同学们面临公开考试 ，英语困难会影响其他科目的表现，同时也容易出现焦虑情况。在本学期，哈罗横琴高年级正式推出了EAL科学项目，旨在支持和帮助那些在为非英文母语、在用英语学习科学时遇到困难的学生。高年级英语教研组经过与科学组老师进行沟通，根据学生的英语能力重新分组，每周定向根据学生需求开展一节以科学为导向的英文课程。项目注重强学科合作，会定期举行会议，并实现教材和在线资源的共享。
在双语或多语言文化的背景下，EAL （英语作为第二语言课程）指的是教授和学习英语的过程，该语言不是学习者的母语。哈罗横琴在六年级及以上年级都设置了EAL课程，辅助同学们的IGCSE学科学习。
在经过一个学期的学习，老师观察到同学们对科学学习焦虑的情况减少，学生们在英语和科学科目的平均成绩都有所提高。
EAL科学课对我来说很重要。过去，有很多基础化学词汇我不理解。现在，学习化学变得容易多了。
Mr. Jordan Cochrane
科学组组长、九年级化学老师
接受EAL科学支持的学生学习态度非常好。他们一直都在努力学习，他们的努力可以在成绩中体现出来。我相信，由于语言支持使得内容更易理解，他们对化学课的兴趣增加了。
相信同学们经过系统而全面的英语学习
能为未来的学术卓越打下良好的基础
At Harrow Hengqin, we set strict requirements for English
learning in Upper School.The four basic language skills are reading, writing, listening, and speaking. Reading involves identifying, analyzing, and understanding information, layers of meaning, ideas, and opinions in a range of texts. Writing involves communicating ideas, thoughts, and opinions in imaginative and engaging ways, with a level of accuracy in spelling, punctuation, and grammar and effective use of a range of different forms and styles of writing. Listening involves demonstrating an understanding of what is implied in speech but not directly stated. Speaking involves communicating a range of ideas, developing responses, and maintaining communication with grammatical accuracy and fluency.
Mastering English skills step by step
At Harrow Hengqin, English learning in Upper School is mainly taught in thematic units, which are clearly targeted to meet the skill requirements of Zhongkao, IGCSE First Language, IGCSE ESL (English as a Second Language) and IGCSE Literature.
After several months of study, the students made remarkable progress
Each of these skills has a focus on listening, speaking, reading and writing in English, and Harrow Hengqin's English teaching team present these in the daily teaching of English, with a gradual progression of difficulty and challenge as the year progresses.
In this semester, G6 students have been studying thematic units on Identity, Relationships, Dreams and My Future. In the 'Relationships' unit, students were led by their teachers to identify and understand ideas in a range of texts, to develop opinions and ideas, and then to write speeches to communicate their ideas to an audience. This was demonstrated in a whole school assembly.
Recently, Grade 8 students have been learning how to write about travel destinations initially studying a range of different styles of texts including images, poetry and non-fiction in order to understand how language can bring ideas and images to life. As an outcome for this unit they will produce travel brochures, advertisements and appropriate non-fiction styles of writing including emails, reports and reviews.
Steady improvement of reading skills
At Harrow Hengqin, students reading skills are developed to support their understanding of English language and grammar. Once a week students have a specific reading lesson which includes at least 20 minutes reading and then activities to expand their knowledge of genre and thematic vocabulary. Harrow Hengqin has introduced Accelerated Reader to ensure that the students are reading books which are appropriate to their chronological and comprehension reading age. Books in the library are clearly marked with the ZPD to help students choose easily and correct the right book for them.
Accelerated Reader is an English reading grading system developed by Renaissance Learning in the UK. Reading skills such as comprehensive vocabulary, reading comprehension and analysis, intent understanding and reasoning ability are assessed through the AR reading ability assessment. Students can select reading materials that match their current reading ability based on the results.
Each AR value range has a corresponding colour label to help students quickly find books that match their current ability. As a result, student book selection is no longer a guess but is allows them to choose accurately for their own engagement, challenge and interests. Students can enjoy the pleasure of reading and improve their reading ability with the reading system.
Upper School students do not just read the book, they have to take the AR online quiz to check their understanding of the content of the book, and only after they have passed the test will the book be considered finished. This term, the Upper School English team also launched the "One Million Words Reading Challenge", encouraging students to read actively. This not only effectively improves their English language skills, but also helps to develop their quality of thinking, understanding and global perspective.
Science-focused English Lessons
Upper School students face public exams and difficulties in English can affect performance in other subjects, as well as potentially causing anxiety. This term, Harrow Hengqin Upper School has officially launched the EAL Science programme, which aims to support and help students who are non-native speakers of English and are experiencing difficulties in learning Science in the English medium. After communicating with the science teachers, Upper School English teaching team regrouped the students according to their English language acquisition levels and now provide a weekly science-orientated English lesson for the students. The project focuses on strong disciplinary collaboration, with regular meetings and the sharing of teaching materials and online resources.
In the context of a bilingual or multilingual culture, EAL (English as an Additional Language) refers to the process of teaching and learning English, which is not the learner's first language. Harrow Hengqin now has a range of EAL programmes in Grade 6 and above to complement our students' IGCSE subject learning.
After a semester of study, the teachers have observed a decrease in the students' anxiety about learning science and an increase in the average grades of the target students in both English and science subjects.
EAL science project is important to me. There was a lot of basic chemistry vocabulary that I didn't understand. Now, learning chemistry has become much easier.
Mr. Jordan Cochrane
Head of Science,(G9 Chemistry)
The students receiving EAL support have very good attitudes. They are consistently working hard and their efforts are showing in their results. I believe they are enjoying the Chemistry classes more as the language support has made the content more accessible.
We believe that students will be able to lay a good foundation for future academic excellence through a systematic and comprehensive study of English.
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